TY - JOUR
T1 - Technological Pedagogical Content Knowledge among Medical Educators
T2 - What Is Our Readiness to Teach with Technology?
AU - Youm, Julie
AU - Corral, Janet
N1 - Publisher Copyright:
Copyright © 2019 by the Association of American Medical Colleges.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85074303780&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074303780&partnerID=8YFLogxK
U2 - 10.1097/ACM.0000000000002912
DO - 10.1097/ACM.0000000000002912
M3 - Article
C2 - 31365390
AN - SCOPUS:85074303780
SN - 1040-2446
VL - 94
SP - S69-S72
JO - Academic Medicine
JF - Academic Medicine
ER -