Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review.

Autor: Ait Ali D; Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco., El Meniari A; Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco., El Filali S; Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco., Morabite O; Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco., Senhaji F; Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco., Khabbache H; Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco.
Jazyk: angličtina
Zdroj: Medical science educator [Med Sci Educ] 2023 Apr 26; Vol. 33 (3), pp. 791-803. Date of Electronic Publication: 2023 Apr 26 (Print Publication: 2023).
DOI: 10.1007/s40670-023-01786-z
Abstrakt: In the context of twenty-first-century information and communication technologies, the Technological Pedagogical Content Knowledge (TPACK) framework is a new way of conceptualizing categories of knowledge required by teachers to achieve technology integration in educational practice. The main purpose of this review is to identify research on the TPACK framework in the field of health professions education. Journal empirical studies from 4 databases are included in this review. Of the 76 selected articles, nine met the selection criteria. The findings in the examined papers highlighted four themes: TPACK level measurement, TPACK relationship with other variables, TPACK application, and professional development. Research on the TPACK framework in the health professions education area is still lacking; however, the finding indicates that the TPACK as a theoretical foundation generated positive outcomes that can guide practitioners and researchers' future practice and investigations.
Competing Interests: Conflict of InterestThe authors declare no competing interests.
(© The Author(s) under exclusive licence to International Association of Medical Science Educators 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)
Databáze: MEDLINE
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