Exploring the role of digital technology for feedback exchange in clinical training: a scoping review.

Autor: Singaram VS; Health Professions Education, College of Health Sciences, School of Clinical Medicine, University of KwaZulu-Natal, 719 Umbilo Road, Private Bag 7, Congella, 4013, South Africa. singaram@ukzn.ac.za., Pillay R; Health Professions Education, College of Health Sciences, School of Clinical Medicine, University of KwaZulu-Natal, 719 Umbilo Road, Private Bag 7, Congella, 4013, South Africa., Mbobnda Kapche EL; Health Professions Education, College of Health Sciences, School of Clinical Medicine, University of KwaZulu-Natal, 719 Umbilo Road, Private Bag 7, Congella, 4013, South Africa.
Jazyk: angličtina
Zdroj: Systematic reviews [Syst Rev] 2024 Dec 04; Vol. 13 (1), pp. 298. Date of Electronic Publication: 2024 Dec 04.
DOI: 10.1186/s13643-024-02705-y
Abstrakt: Background: Feedback plays an integral role in clinical training and can profoundly impact students' motivation and academic progression. The shift to online teaching, accelerated by the COVID-19 pandemic, highlighted the necessity of transitioning traditional feedback mechanisms to digital platforms. Despite this, there is still a lack of clarity regarding effective strategies and tools for delivering digital feedback in clinical education. This scoping review aimed to assess the current utilization of digital feedback methods in clinical education, with a focus on identifying potential directions for future research and innovation.
Methods: A database search using a published protocol based on the Joanna Briggs Institute framework was conducted between January 2010 and December 2023. Six databases were searched, PubMed/MEDLINE, EBSCOhost, Scopus, Google Scholar, Union Catalogue of Theses and Dissertations, and WorldCat Dissertations and Theses. Reviewers independently screened the papers against eligibility criteria and discussed the papers to attain consensus. Extracted data were analyzed qualitatively and descriptively.
Results: Of the 2412 records identified, 33 reports met the inclusion criteria. Digital tools explored for feedback included web-based and social sites, smart device applications, virtual learning environments, virtual reality, and artificial intelligence. Convenience and immediate, personalized feedback and enhanced formative assessment outcomes were major facilitators of digital feedback utility. Technical constraints, limited content development, training, and data security issues hindered the adoption of these tools. Reports mostly comprised empirical research, published in the global North and conducted on undergraduates studying medicine.
Conclusion: This review highlighted a geographical imbalance in research on feedback exchange via digital tools for clinical training and stressed the need for increased studies in the global South. Furthermore, there is a call for broader exploration across other health professions and postgraduate education. Additionally, student perceptions of digital tools as intrusive necessitate a balanced integration with traditional feedback dialogues. The incorporation of virtual reality and artificial intelligence presents promising opportunities for personalized, real-time feedback, but requires vigilant governance to ensure data integrity and privacy. SCOPING REVIEW PROTOCOL: https://doi.org/10.1186/s13643-022-02151-8.
Competing Interests: Declarations. Ethics approval and consent to participate: Not applicable. Consent for publication: We confirm that this work is original and has not been published elsewhere, nor is it currently under consideration for publication elsewhere. All authors involved agreed to submit this manuscript to Systematic Reviews. Competing interests: The authors declare that they have no competing interests.
(© 2024. The Author(s).)
Databáze: MEDLINE
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