Core Competencies needed for performing effective digital teaching by medical teachers

Saaiq, Muhammad; Khan, Rehan Ahmed; Yasmeen, Rahila

doi:10.22038/fmej.2023.70580.1531

	Core Competencies needed for performing effective digital teaching by medical teachers
Future of Medical Education Journal
مقاله 9، دوره 13، شماره 3، آذر 2023، صفحه 52-58 اصل مقاله (575.39 K)
نوع مقاله: Systematic review/Meta analysis
شناسه دیجیتال (DOI): 10.22038/fmej.2023.70580.1531
نویسندگان
Muhammad Saaiq^* ¹؛ Rehan Ahmed Khan²؛ Rahila Yasmeen³
¹Consultant Plastic Surgeon and Medical Educationist, National Institute of Rehabilitation Medicine, Islamabad, Pakistan
²Professor of Surgery; Dean Riphah Institute of Assessment; Director of Medical Education, Riphah International University, Islamabad, Pakistan
³Professor of Medical Education; Director MHPE Program, Riphah International University, Islamabad, Pakistan
چکیده
Background: The digital teaching is quite different from the traditional in-person classroom teaching. The purpose of the thematic review was to identify the development and future prospects of digital teaching with reference to medical and dental teachers as well as to identify any published competency frameworks in this regard. Method: The authors conducted a thematic review of the relevant literature published between1994-2022. The databases searched included PubMed, Education Resources Information Center (ERIC), and Google Scholar. Manual search was also carried out so as not to miss any relevant published literature. Results: The initial search yielded 31,389 publications. At the search phase, the identification of publications was based on the titles of the publications. At the screening phase, 31,322 records were excluded because of their being irrelevant or duplicated. The remaining 67 articles were further screened by reading the abstracts. Out of these 67 publications, 24 were excluded because of being non-relevant. At the appraisal phase, 43 publications were assessed for eligibility. At final synthesis phase of the literature review, 26 publications were included. Conclusion: The available published literature on digital teaching was focused predominantly on primary and secondary school students. The digital competency frameworks were designed for the transfer of the knowledge component and dealt mostly with children. These frameworks did not meet the specific requirements of medical teachers. The latter have to transfer not only the knowledge domain, but also teach clinical skills and professional attitudes to their adult learners. Hence, they need a framework which should provide for these added competencies and real-life, patient-oriented clinical scenarios.
کلیدواژه‌ها
Digital Teaching؛ Online Teaching؛ e-learning؛ Digital Teaching Competency Frameworks؛ Medical Teachers

مراجع
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آمار تعداد مشاهده مقاله: 120 تعداد دریافت فایل اصل مقاله: 128

سامانه مدیریت نشریات علمی دانشگاه علوم پزشکی مشهد

Core Competencies needed for performing effective digital teaching by medical teachers

1. Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Med Teach. 2008;30(5):455-73. doi: 10.1080/01421590802108331. PMID: 18576185.

2. Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M, et al. Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Med Teach. 2020;42(11):1202-15. doi: 10.1080/0142159X.2020.1807484.

3. Ally M. Competency Profile of the Digital and Online Teacher in Future Education. IRRODL 2019;20(2). Available from: https://www.irrodl.org/index.php/irrodl/article/view/4206

4. Philipsen B, Tondeur J, Roblin, NP, Vanslambrouck, S, Zhu, C. Improving teacher professional development for online and blended learning: a systematic meta‑aggregative review. Educational Technology Research and Development, 2019;67(5), 1145–74. https://doi.org/10.1007/s11423-019-09645-8

5. Masters K, Ellaway R. e-Learning in medical education Guide 32 Part 2: Technology, management and design. Med Teach. 2008;30(5):474-89. doi: 10.1080/01421590802108349. PMID: 18576186.

6. Redecker C, Punie Y. European framework for the digital competence of educators: DigCompEdu. In: European Commission, Joint Research Centre, Punie, Y. (editor), Punie (Ed.). Luxembourg, Publications Office of the European Union; 2017, P. 1-92. https://data.europa.eu/doi/10.2760/159770

7. Carretero S, Vuorikari R, Punie Y. The Digital Competence Framework for Citizens. 1st ed. Luxembourg: Publications Office of the European Union; 2017, P. 10-48. Retrieved from https://doi.org/10.2760/38842

8. Mishra, P, Koehler, M. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 2006; 6, 1017–54.

9. Falloon, G. From digital literacy to digital competence: The teacher digital competency (DTC) framework. Educational Technology Research and Development 2020; 68, 2449–72. https://doi.org/10.1007/s11423-020-09767-4.

10. Puentedura, RR. SAMR: Getting to transformation. 2013. Retrieved from: http://www.hippasus.com/rrpweblog/archives/2013/04/16/SAMRGettingToTransformation.pdf

11. Butcher N. UNESCO ICT Competency framework for teachers. 1st ed. Paris, France: 2018. P. 1-1061. The United Nations Educational, Scientific and Cultural Organization, Retrieved from https://doi.org/https://unesdoc.unesco.org/ark:/48223/pf0000265721

12. Crompton H. ISTE Standards for Educators: A Guide for Teachers and Other Professionals. 1st ed. Eugene, Oregon, USA: 2017. P. 1-75. Teaching & Learning Faculty Books: International Society for Technology in Education. https://digitalcommons.odu.edu/teachinglearning_books/24

13. Education and Training Foundation. Digital Teaching Professional Framework. Taking Learning to the Next Level. 1st ed. London: 2019; P. 1-82. JISC: ET Foundation, Retrieved from https://zbook.org/read/108c14_taking-learning-to-the-next-level-et-foundation.html

14. INTEF. Common Framework for Teaching Digital Competence. The National Institute of Educational Technologies and Teacher Training. Madrid: 2017; 2-17. Retrieved from https://intef.es/Noticias/common-digital-competence-framework-for-teachers/

15. Perifanou M, Economides AA, Tzafilkou K. Teachers’ Digital Skills Readiness during COVID-19 Pandemic. Int. J. Emerg. Technol. Learn. 2021;16(08):pp. 238-51. Available from: https://online-journals.org/index.php/i-jet/article/view/21011

16. McGarr O, McDonagh A. Digital Competence in teacher education. Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. 2019. https://dicte.oslomet.no/

18. Haag M, Igel C, Fischer MR. Digital teaching and digital medicine: A national initiative is needed. GMS J Med Educ. 2018; 35(3), 1-6. https://doi.org/10.3205/zma001189

19. Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24(1):1666538. doi: 10.1080/10872981.2019.1666538.

20. Baldwin SJ, Ching YH, Friesen N. Online course design and development among college and university instructors: An analysis using grounded theory. Online Learning, 2018; 22(2): 157-71. https://doi.org/10.24059/olj.v22i2.1212

21. Shappell E, Chan TM, Thoma B, Trueger NS, Stuntz B, Cooney R, Ahn J. Crowdsourced Curriculum Development for Online Medical Education. Cureus. 2017;9(12):e1925. doi: 10.7759/cureus.1925.

22. Mehta NB, Hull AL, Young JB, Stoller JK. Just imagine: new paradigms for medical education. Acad Med. 2013;88(10):1418-23. doi: 10.1097/ACM.0b013e3182a36a07.

23. Tolks D, Schäfer C, Raupach T, Kruse L, Sarikas A, Gerhardt-Szép S, et al. An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions. GMS J Med Educ. 2016;33(3):Doc46. doi: 10.3205/zma001045.

24. Afreen R. Bring Your Own Device (BYOD) in higher education: Opportunities and challenges. International Journal of Emerging Trends & Technology in Computer Science, 2014; 3, 233-36.

25. Johnson AM, Jacovina ME, Russell DE, Soto CM. Challenges and solutions when using technologies in the classroom. In: Crossley SA, McNamara DS (Eds.) Adaptive educational technologies for literacy instruction. 1st ed. New York: Taylor & Francis; 2016. P. 13-29.

26. Koehler MJ, Mishra P. What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 2009; 9, 60–70.