Julie Youm1, Janet Corral. 1. J. Youm is assistant dean of education compliance and quality and adjunct assistant professor, Department of Emergency Medicine, University of California, Irvine School of Medicine, Irvine, California. J. Corral is associate professor, Department of Medicine, University of Colorado School of Medicine, Aurora, Colorado.
Abstract
PURPOSE: This study aimed to empirically assess medical educator knowledge of pedagogy and technology to inform the direction of faculty development efforts. METHOD: The technological pedagogical content knowledge (TPACK) framework survey is a validated instrument for understanding educators' knowledge of content (CK), pedagogy (PK), and technology (TK) in teaching. A modified version of the TPACK was administered to medical educators (N = 76) at 2 public institutions: University of California, Irvine School of Medicine (UC Irvine); and University of Colorado School of Medicine (CU). RESULTS: An independent-samples t test compared TK with PK and CK within each institution. The means of TK (UC Irvine: 3.4; CU: 3.4) and both PK for didactic sessions (UC Irvine: 3.9; CU: 4.4) and PK for clinical settings (UC Irvine: 4.0; CU: 4.4) were compared using a t test and statistically different, P < .01. Similarly, the means of TK and CK (UC Irvine: 4.5; CU: 4.7) were statistically different, P < .01. A Wilcoxon rank sum test indicated that the CU PK for a didactic session (mean: 4.4) was greater than the UC Irvine PK for a didactic session (mean: 3.9), P < .01. Similarly, the CU PK for a clinical setting (mean: 4.4) was greater than the UC Irvine PK for a clinical setting (mean: 4.0), P < .01. CONCLUSIONS: There is a clear need for faculty development programs for medical educators to focus on how to teach with technology if medical schools continue to adopt technology within their curricula.
PURPOSE: This study aimed to empirically assess medical educator knowledge of pedagogy and technology to inform the direction of faculty development efforts. METHOD: The technological pedagogical content knowledge (TPACK) framework survey is a validated instrument for understanding educators' knowledge of content (CK), pedagogy (PK), and technology (TK) in teaching. A modified version of the TPACK was administered to medical educators (N = 76) at 2 public institutions: University of California, Irvine School of Medicine (UC Irvine); and University of Colorado School of Medicine (CU). RESULTS: An independent-samples t test compared TK with PK and CK within each institution. The means of TK (UC Irvine: 3.4; CU: 3.4) and both PK for didactic sessions (UC Irvine: 3.9; CU: 4.4) and PK for clinical settings (UC Irvine: 4.0; CU: 4.4) were compared using a t test and statistically different, P < .01. Similarly, the means of TK and CK (UC Irvine: 4.5; CU: 4.7) were statistically different, P < .01. A Wilcoxon rank sum test indicated that the CU PK for a didactic session (mean: 4.4) was greater than the UC Irvine PK for a didactic session (mean: 3.9), P < .01. Similarly, the CU PK for a clinical setting (mean: 4.4) was greater than the UC Irvine PK for a clinical setting (mean: 4.0), P < .01. CONCLUSIONS: There is a clear need for faculty development programs for medical educators to focus on how to teach with technology if medical schools continue to adopt technology within their curricula.
Authors: Katherine A Forkner; Adam W Wissman; Ryan C Jimison; Kristina B Nelson; Ryan E Wuertz; Carmen J Silvano; Erin F Barreto; Jeanette E Eckel Passow; Felicity T Enders; Nathan P Staff Journal: J Med Educ Curric Dev Date: 2022-01-11