Abstract
This article was migrated. The article was not marked as recommended. This paper presents a literature review into the use of technology in healthcare education. A search of three electronic databases resulted in 20 articles for inclusion in the review. The articles were synthesised into a narrative review. The review identified four key themes across the literature: the types of technologies used in healthcare education; the integration of technology into the healthcare curriculum; the skills and knowledge of the healthcare educators; and the benefits of using technology for the learners. The literature demonstrated that a wide range of technologies are now used within healthcare education, and this requires educators to adapt their practice and develop their technical skills to be competent users. The successful integration of technology into healthcare curriculums can be beneficial for healthcare learners by developing their clinical and professional skills, and enhancing their learning experience.
Highlights
Technology is widely used in undergraduate and postgraduate education, along with continuing professional development courses
Four themes were identified across the literature: the types of technologies used in healthcare education; the integration of technology into the healthcare curriculum; the skills and knowledge of the healthcare educators; and the benefits of using technology for the learners
E-learning provides accessible and flexible learning, and healthcare education is often delivered through a blended learning approach
Summary
Technology is widely used in undergraduate and postgraduate education, along with continuing professional development courses. According to the Higher Education Funding Council for England (HEFCE, 2009), the benefits of using technology in education can be identified at three levels – efficiency, enhancement and transformation. The Department of Health’s (DoH) technology-enhanced framework states: "Innovative educational technologies, such as e-learning, simulation and smart-phones, provide unprecedented opportunities for health and social care students, trainees and staff to acquire, develop and maintain the essential knowledge, skills, values and behaviours needed for safe and effective patient care" (DoH, 2011). In order to address this, Health Education England (HEE) launched the Technology Enhanced Learning (TEL) programme in 2013 with "a vision that patients and public in England benefit from a health and care workforce educated using the most effective evidence informed technology and techniques" (HEE website). The Association for Simulated Practice in Healthcare (ASPiH) published national standards for simulation-based education in healthcare (ASPiH, 2014, 2016), and recommendations have been published for using simulation in core medical training (HEE, 2016) and commissioning TEL within the NHS (HEE [date unknown])
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