Modelling systematic evaluation of technology enhanced learning in optometric education in Australia and New Zealand.

Technology enhanced learning (TEL) refers to any digital technology that improves the educational experience of learners. Optometry schools have adopted a range of TEL as part of their contemporary curricula. Comprehensive frameworks exist to enable TEL interventions to be evaluated across studies and institutions, but have not consistently been applied in optometry education. Thus, this review systematically collated and evaluated the range of published TEL in optometric teaching across Australia and New Zealand against two established frameworks: the Cook and Ellaway TEL-specific evaluation framework and the more general Kirkpatrick model of training evaluation. Of the 17 papers included, each paper met at least four of the seven evaluation activities of the Cook and Ellaway TEL evaluation framework, including reporting a needs analysis and describing the implementation of the TEL approach. Nearly all studies evaluated the participant experience, and none met all seven criteria. Areas lacking consistency of reporting were consideration of learning outcomes, sustainability and/or cost, and usability. Of the four Kirkpatrick training evaluation levels, most studies demonstrated evidence for levels 1 (reaction), 2 (learning) and/or 3 (behaviour) but none addressed level 4 (results). Future TEL publications in optometric education could consider how well their approach aligns with evaluation frameworks, such as the Cook and Ellaway and Kirkpatrick frameworks as modelled here, for wider application and adoption. Educators could consider greater stakeholder engagement for inclusive practice, other than the immediate perceptions of participants, for a more comprehensive evaluation. This will ensure that TEL innovations are sustainable and transferable across optometry education programmes.