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

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.