The 'Dark Side' of Technology in Medical Education.

Laura Delgaty,Richard Thomson,James Fisher

doi:10.15694/mep.2017.000081

Abstract

This article was migrated. The article was marked as recommended. Innovation in medical education has almost become synonymous with technology and its use in the field is growing exponentially. The benefits of technology-enhanced learning (TEL) are manifold; however, in this article some of the more contentious, potentially hazardous and oft unexplored aspects of TEL are highlighted - we have termed these the 'dark side' of technology in medical education. To further advance the application of technology in medical education, we contend that academics and educators need to turn their attention to the 'dark side' to complement the traditional focus on breakthroughs and innovation. Shedding light on the 'dark side' of TEL will help educators to develop a more nuanced understanding of the risks and benefits of the technology, that will then facilitate more judicious use of TEL in their teaching. Thus, within this article we outline some key areas for consideration, highlight barriers to exploring these and consider how we might shine a light on the 'dark side' of technology in medical education.

Highlights

Hear the phrase "Innovation in Medical Education" and what comes to mind? Technology is the answer surely, but what was the question? Innovation in medical education has almost become synonymous with technology and the use of technology in the field is growing exponentially
To further advance the application of technology in medical education, we contend that academics and educators need to turn their attention to the ‘dark side’ to complement the traditional focus on breakthroughs and innovation
Within this article we outline some key areas for consideration, highlight barriers to exploring these and consider how we might shine a light on the ‘dark side’ of technology in medical education

Summary

Introduction

Hear the phrase "Innovation in Medical Education" and what comes to mind? Technology is the answer surely, but what was the question? Innovation in medical education has almost become synonymous with technology and the use of technology in the field is growing exponentially. Educators may be loath to share their experiences of unsuccessful technological initiatives, as it is well documented that with failed or delayed implementation of such initiatives, the academic is often blamed for ill will, indolence or ineptitude (Knight and Trowler 2001) Even if such results are shared, it is recognised that only 10% of published literature suggests null or negative results (Franco et al 2014). Having considered these issues within our institution, we have identified priority areas for research, inquiry and case studies, with the goal of exploring and exposing the themes described above In light of these discussions and reflections, we are hosting a free, inter-professional conference with the intention of exposing, sharing and learning from these less visible issues - you can find out more about it here: http://conferences.ncl.ac.uk/thedarkside/

Conclusion

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Notes On Contributors