Navigating digital assessments in medical education: Findings from a scoping review.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2024-11-09 DOI:10.1080/0142159X.2024.2425033

Chin-Siang Ang, Sakura Ito, Jennifer Cleland

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引用次数: 0

Abstract

Purpose: Digital assessments have rapidly permeated higher education, offering both advantages and challenges for learners and educators. However, prior research has made limited attempts to holistically summarize existing knowledge on the application of digital assessments in medical education through literature reviews. This paper presents a scoping review of previous studies on the application of digital assessments in medical education.

Methods: The following databases were searched: PubMed, Embase (Ovid), Scopus, PsycINFO, CINAHL, and Web of Science, in February of 2024. The inclusion criteria for the review were: (1) articles that investigated digital assessments in medical education, (2) presented original research, (3) were in English, and (4) were published from the year 2012 forward.

Results: Of the 1553 articles identified, we analyzed 89 articles from recognized digital databases. The review results provide a comprehensive understanding of prior research related to the use of digital assessments in medical education, including information on existing studies, attitudes, benefits, and challenges, as well as recommendations for the implementation of digital assessments in the field of medical education.

Conclusions: This review reports the current literature surrounding digital assessment applications in medical education, highlighting predominantly positive perceptions and significant advantages. While challenges persist, the proposed recommendations offer guidance in how to navigate these issues towards future initiatives that facilitate its appropriate research and adoption and harness its capabilities to enrich the learning and assessment processes in medicine.

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引导医学教育中的数字评估：范围审查结果。

目的：数字评估已迅速渗透到高等教育中，为学习者和教育者带来了优势和挑战。然而，以往的研究很少尝试通过文献综述来全面总结数字评估在医学教育中应用的现有知识。本文对以往有关数字评估在医学教育中应用的研究进行了范围性综述：方法：检索了以下数据库：方法：在 2024 年 2 月检索了以下数据库：PubMed、Embase (Ovid)、Scopus、PsycINFO、CINAHL 和 Web of Science。审查的纳入标准是(1) 调查医学教育中数字评估的文章；(2) 原创性研究；(3) 英语；(4) 2012 年以后发表的文章：在确定的 1553 篇文章中，我们分析了来自公认数字数据库的 89 篇文章。综述结果让我们全面了解了与在医学教育中使用数字评估相关的先前研究，包括现有研究、态度、益处和挑战等方面的信息，以及在医学教育领域实施数字评估的建议：本综述报告了当前有关医学教育中数字评估应用的文献，突出强调了积极的看法和显著的优势。虽然挑战依然存在，但所提出的建议为如何解决这些问题提供了指导，以便在未来的举措中促进其适当的研究和采用，并利用其能力来丰富医学学习和评估过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.