Understanding the Functional Components of Technology-Enhanced Learning Environment in Medical Education: A Scoping Review

Abstract

Increasing use of technology in medical education has caused concerns to medical teachers pertaining to the quality of digital learning environments. Thus, this review aimed to unearth the functional components of effective technology-enhanced learning environment in the undergraduate medical education context. The revised Arksey and O'Malley protocol was utilized that include identification of research question and relevant studies, selection of studies, data charting and collection, and collating, summarizing, and reporting results after consultation. We discovered nine components with 25 subcomponents of 74 functional elements found to be present in effective online learning environments. The nine components include cognitive enhancement, content curation, digital capability, technological usability, pedagogical practices, learner characteristics, learning facilitator, social representations, and institutional support. There is an interplay between these components, influencing each other in online learning platforms. A technology-enhanced learning in medical education (TELEMEd) model is proposed which can be used as a framework for evaluating online learning environment in medical education.

Development and validation of Digi-MEE Instrument measuring online learning environments in medical education

“… 26 The nine components of Digi-MEE are infact reflection of our TELEMED (Technology Enhanced Learning Environments in Medical Education) model. 16 These components, namely cognitive enhancement (four items), content curation (three items), cybergogical practices (three items), learner characteristics (four items), digital capability (three items), platform usability (two items), facilitation dynamics (three items), social representation (three items), and institutional support (three items) are well aligned with the issues on online learning environment addressed in the current literature. For example, digital capability represents the much-needed requirement for the medical student to not only develop digital skills but also demonstrate self-management in online environments.…”

“…A scoping review was conducted leading to the generation of nine components and 25 sub-components of online learning environments in medical education. 16 Based on the nine components; relevant items were agreed upon in a two-round modified e-Delphi study involving 18 invited experts from May 2022 to August 2022 using an online forum. should be at a minimum of 0.80.…”

Development and validation of Digi-MEE Instrument measuringonline learning environments in medical education

“…The review led to the identi cation of 9 components,25 subcomponents with 74 functional elements for effective online learning environments in medical education. The identi ed 9 components included content curation, cognitive enhancement, digital capability , learning facilitator, learner characteristics, institutional support, pedagogical practices, technological usability, and social representations [21].…”

“…The nine factors of Digi-MEE are infact re ection of our TELEMED (Technology enhanced learning environments in medical education) model [21].These nine factors, namely cognitive enhancement (four items), content curation (three items), cybergogical practices (three items), learner characteristics (four items), digital capability (three items), platform usability (two items), facilitation dynamics (three items), social representation (three items), and institutional support (three items) are in alignment with the issues on online learning environment addressed in the current literature. For example, digital capability represents the much-needed requirement for the medical student to not only develop digital skills but also demonstrate self-management in online environments [35,36].…”

“…The domains of online learning environment in medical education were generated based on the scoping review ndings by Naeem et al [21]. The online learning environment in medical education has the following nine domains [21]:…”