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      의학교육에서의 에듀테크(EdTech)의 활용과 효과 = Applications and Effects of EdTech in Medical Education

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      https://www.riss.kr/link?id=A107900926

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      다국어 초록 (Multilingual Abstract)

      Rapid developments in technology as part of the Fourth Industrial Revolution have created a demand for educational technology (EdTech) and a gradual transition from traditional teaching and learning to EdTech-assisted learning in medical education. EdTech is a portmanteau (blended word) combining the concepts of education and technology, and it refers to various attempts to solve education-related problems through information and communication technology. The aim of this study was to explore the use of key EdTech applications in medical education programs. A scoping review was conducted by searching three databases (PubMed, CINAHL, and Educational Sources) for articles published from 2000 to June 2021. Twenty-one studies were found that presented relevant descriptions of the effectiveness of EdTech in medical education programs. Studies on the application and effectiveness of EdTech were categorized as follows: (1) artificial intelligence with learner-adaptive evaluation and feedback, (2) augmented/virtual reality for improving learning participation and academic achievement through immersive learning, and (3) social media/social networking services with learner-directed knowledge generation, sharing, and dissemination in medical communities. Although this review reports the effectiveness of EdTech in various medical education programs, the number of studies and the validity of the identified research designs are insufficient to confirm the educational effects of EdTech. Future studies should utilize suitable research designs and examine the instructional objectives achievable by EdTech-based applications to strengthen the evidence base supporting the application of EdTech by medical educators and institutions.
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      Rapid developments in technology as part of the Fourth Industrial Revolution have created a demand for educational technology (EdTech) and a gradual transition from traditional teaching and learning to EdTech-assisted learning in medical education. Ed...

      Rapid developments in technology as part of the Fourth Industrial Revolution have created a demand for educational technology (EdTech) and a gradual transition from traditional teaching and learning to EdTech-assisted learning in medical education. EdTech is a portmanteau (blended word) combining the concepts of education and technology, and it refers to various attempts to solve education-related problems through information and communication technology. The aim of this study was to explore the use of key EdTech applications in medical education programs. A scoping review was conducted by searching three databases (PubMed, CINAHL, and Educational Sources) for articles published from 2000 to June 2021. Twenty-one studies were found that presented relevant descriptions of the effectiveness of EdTech in medical education programs. Studies on the application and effectiveness of EdTech were categorized as follows: (1) artificial intelligence with learner-adaptive evaluation and feedback, (2) augmented/virtual reality for improving learning participation and academic achievement through immersive learning, and (3) social media/social networking services with learner-directed knowledge generation, sharing, and dissemination in medical communities. Although this review reports the effectiveness of EdTech in various medical education programs, the number of studies and the validity of the identified research designs are insufficient to confirm the educational effects of EdTech. Future studies should utilize suitable research designs and examine the instructional objectives achievable by EdTech-based applications to strengthen the evidence base supporting the application of EdTech by medical educators and institutions.

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      참고문헌 (Reference)

      1 송상호, "한국 대학교육 혁신에 있어 교육공학의 공헌 및 미래방향" 한국교육공학회 32 (32): 677-705, 2016

      2 Sanders AJ, "Validation of open-surgery VR trainer" 119 : 473-476, 2006

      3 Guze PA, "Using technology to meet the challenges of medical education" 126 : 260-270, 2015

      4 Wilson KL, "Using augmented reality as a clinical support tool to assist combat medics in the treatment of tension pneumothoraces" 178 (178): 981-985, 2013

      5 George DR, "Use of social media in graduate-level medical humanities education : two pilot studies from Penn State College of Medicine" 33 (33): e429-e434, 2011

      6 Huang CY, "The use of augmented reality glasses in central line simulation : "see one, simulate many, do one competently, and teach everyone"" 9 : 357-363, 2018

      7 Sandars J, "The importance of educational theories for facilitating learning when using technology in medical education" 37 (37): 1039-1042, 2015

      8 Sandhu P, "The impact of COVID-19 on the undergraduate medical curriculum" 25 (25): 1764740-, 2020

      9 Moro C, "The effectiveness of virtual and augmented reality in health sciences and medical anatomy" 10 (10): 549-559, 2017

      10 Bork F, "The benefits of an augmented reality magic mirror system for integrated radiology teaching in gross anatomy" 12 (12): 585-598, 2019

      1 송상호, "한국 대학교육 혁신에 있어 교육공학의 공헌 및 미래방향" 한국교육공학회 32 (32): 677-705, 2016

      2 Sanders AJ, "Validation of open-surgery VR trainer" 119 : 473-476, 2006

      3 Guze PA, "Using technology to meet the challenges of medical education" 126 : 260-270, 2015

      4 Wilson KL, "Using augmented reality as a clinical support tool to assist combat medics in the treatment of tension pneumothoraces" 178 (178): 981-985, 2013

      5 George DR, "Use of social media in graduate-level medical humanities education : two pilot studies from Penn State College of Medicine" 33 (33): e429-e434, 2011

      6 Huang CY, "The use of augmented reality glasses in central line simulation : "see one, simulate many, do one competently, and teach everyone"" 9 : 357-363, 2018

      7 Sandars J, "The importance of educational theories for facilitating learning when using technology in medical education" 37 (37): 1039-1042, 2015

      8 Sandhu P, "The impact of COVID-19 on the undergraduate medical curriculum" 25 (25): 1764740-, 2020

      9 Moro C, "The effectiveness of virtual and augmented reality in health sciences and medical anatomy" 10 (10): 549-559, 2017

      10 Bork F, "The benefits of an augmented reality magic mirror system for integrated radiology teaching in gross anatomy" 12 (12): 585-598, 2019

      11 Mirchi N, "The Virtual Operative Assistant : an explainable artificial intelligence tool for simulation-based training in surgery and medicine" 15 (15): e0229596-, 2020

      12 Colbert JA, "Technology in medical education : Osler meets Watson" 29 (29): 1584-1585, 2014

      13 Barsom EZ, "Systematic review on the effectiveness of augmented reality applications in medical training" 30 (30): 4174-4183, 2016

      14 Botden SM, "Suturing training in augmented reality : gaining proficiency in suturing skills faster" 23 (23): 2131-2137, 2009

      15 Rojas-Munoz E, "Surgical telementoring without encumbrance : a comparative study of see-through augmented reality-based approaches" 270 (270): 384-389, 2019

      16 Hedman L, "Surgical novices randomized to train in two video games become more motivated during training in MIST-VR and GI Mentor II than students with no video game training" 184 : 189-194, 2013

      17 Arksey H, "Scoping studies : towards a methodological framework" 8 (8): 19-32, 2005

      18 Jackson HT, "SAGES Foregut Surgery Masters Program : a surgeon’s social media resource for collaboration, education, and professional development" 32 (32): 2800-2807, 2018

      19 Shahrvini B, "Pre-clinical remote undergraduate medical education during the COVID-19pandemic : a survey study" 21 (21): 13-, 2021

      20 Rivas JG, "Perceived role of social media in urologic knowledge acquisition among young urologists : a European survey" 4 (4): 768-773, 2018

      21 Obermeyer Z, "Lost in thought : the limits of the human mind and the future of medicine" 377 (377): 1209-1211, 2017

      22 Hsieh JG, "Learning medical professionalism : the application of appreciative inquiry and social media" 24 (24): 1586507-, 2019

      23 Hsieh JG, "Learning medical professionalism : the application of appreciative inquiry and social media" 24 (24): 1586507-, 2019

      24 Kucuk S, "Learning anatomy via mobile augmented reality : effects on achievement and cognitive load" 9 (9): 411-421, 2016

      25 Nomura T, "Laparoscopic skill improvement after virtual reality simulator training in medical students as assessed by augmented reality simulator" 8 (8): 408-412, 2015

      26 Newall N, "Improving neurosurgery education using social media case-based discussions : a pilot study" 11 : 100103-, 2021

      27 Cabrera LF, "Impact of social media on the continuous education of the general surgeon, a new experience, @Cirbosque : a Latin American example" 167 (167): 890-894, 2020

      28 Shakoori TA, "Impact of a social media group page on undergraduate medical physiology learning" 27 (27): 409-413, 2017

      29 George DR, "How we used two social media tools to enhance aspects of active learning during lectures" 35 (35): 985-988, 2013

      30 Bahner DP, "How we use social media to supplement a novel curriculum in medical education" 34 (34): 439-444, 2012

      31 Lee JE, "Higher education crisis and opportunity triggered by Edutech" 24 : 151-171, 2020

      32 Weeks JK, "Harnessing augmented reality and CT to teach first-year medical students head and neck anatomy" 28 (28): 871-876, 2021

      33 Dawidziuk A, "Global access to technology-enhanced medical education during the COVID-19pandemic : the role of students in narrowing the gap" 9 (9): 10-14, 2021

      34 Rochlen LR, "First-person point-of-view-augmented reality for central line insertion training : a usability and feasibility study" 12 (12): 57-62, 2017

      35 Daudt HM, "Enhancing the scoping study methodology : a large, inter-professional team’s experience with Arksey and O’Malley’s framework" 13 : 48-, 2013

      36 Barmaki R, "Enhancement of anatomical education using augmented reality : an empirical study of body painting" 12 (12): 599-609, 2019

      37 Albrecht UV, "Effects of mobile augmented reality learning compared to textbook learning on medical students : randomized controlled pilot study" 15 (15): e182-, 2013

      38 Brown A, "Does the medium matter? : evaluating the depth of reflective writing by medical students on social media compared to the traditional private essay using the REFLECT Rubric" 21 (21): 18-25, 2019

      39 Kanneganti A, "Continuing medical education during a pandemic : an academic institution’s experience" 96 (96): 384-386, 2020

      40 Armstrong R, "Cochrane update : ‘scoping the scope’ of a Cochrane review" 33 (33): 147-150, 2011

      41 Marshall AL, "COVID-19 : challenges and opportunities for educators and Generation Z learners" 95 (95): 1135-1137, 2020

      42 Botden SM, "Augmented versus virtual reality laparoscopic simulation : what is the difference? : a comparison of the ProMIS augmented reality laparoscopic simulator versus LapSim virtual reality laparoscopic simulator" 31 (31): 764-772, 2007

      43 Vera AM, "Augmented reality telementoring(ART)platform : a randomized controlled trial to assess the efficacy of a new surgical education technology" 28 (28): 3467-3472, 2014

      44 Muangpoon T, "Augmented reality system for digital rectal examination training and assessment : system validation" 22 (22): e18637-, 2020

      45 Rissanen MJ, "Asynchronous teaching of psychomotor skills through VR annotations : evaluation in digital rectal examination" 132 : 411-416, 2008

      46 Awan ZA, "Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University" 40 (40): S37-S42, 2018

      47 Cheng CT, "Artificial intelligence-based education assists medical students’ interpretation of hip fracture" 11 (11): 119-, 2020

      48 Bissonnette V, "Artificial intelligence distinguishes surgical training levels in a virtual reality spinal task" 101 (101): e127-, 2019

      49 Webster CS, "Artificial intelligence and the adoption of new technology in medical education" 55 (55): 6-7, 2021

      50 Chan KS, "Applications and challenges of implementing artificial intelligence in medical education : integrative review" 5 (5): e13930-, 2019

      51 Goh H, "Analysis of static and dynamic efficiency for sustainable growth of Edu-Tech companies" 7 (7): 87-101, 2020

      52 Ying-Ying Yang, "An expert-led and artificial intelligence system-assisted tutoring course to improve the confidence of Chinese medical interns in suturing and ligature skills: a prospective pilot study" 한국보건의료인국가시험원 16 : 1-8, 2019

      53 Kugelmann D, "An augmented reality magic mirror as additive teaching device for gross anatomy" 215 : 71-77, 2018

      54 Hanson MD, "A reflection upon the impact of early 21st-century technological innovations on medical school admissions" 94 (94): 640-644, 2019

      55 Lee HG, "A Preliminary study of institutional improvement related to Edu-Tech industry development" National IT Industry Promotion Agency 2017

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 선정 (계속평가) KCI등재
      2014-04-08 학회명변경 한글명 : 연세대학교 의과대학 의학교육학과 -> 연세대학교 의과대학
      영문명 : Yonsei University College of Medicine, Dept. of Medical Education -> Yonsei University College of Medicine
      KCI등재후보
      2014-01-09 학술지명변경 외국어명 : 미등록 -> Korean Medical Education Review KCI등재후보
      2013-01-01 평가 등재후보 1차 FAIL (등재후보1차) KCI등재후보
      2012-01-01 평가 등재후보학술지 유지 (기타) KCI등재후보
      2010-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.29 0.29 0.26
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.34 0.32 0.595 0.22
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