Information and communication technologies in higher education: evidence-based practices in medical education

Abstract

In contrast to traditional meta-analyses of research, an alternative overview and analysis of the research literature on the impact of information and communication technologies (ICT) in medical education is presented in this article. A distinction is made between studies that have been set up at the micro-level of the teaching and learning situation and studies on meso-level issues. At the micro-level, ICT is hypothesized to foster three basic information processing activities: presentation, organization, and integration of information. Next to this, ICT is expected to foster collaborative learning in the medical knowledge domain. Empirical evidence supports the potential of ICT to introduce students to advanced graphical representations but the studies also stress the importance of prior knowledge and the need for real-life tactile and practical experiences. The number of empirical studies focusing on the impact of ICT on information organization is restricted but the results suggest a positive impact on student attitudes and relevant learning gains. However, again, students need a relevant level of prior knowledge. Empirical studies focusing on the impact of ICT on information integration highlight the positive impact of ICT-based assessment and computer simulations; for the latter this is especially the case when novices are involved, and when they master the prerequisite ICT skills. Little empirical evidence is available regarding the impact of computer games. Research results support the positive impact of ICT-based collaboration but care has to be taken when skills development is pursued. At the meso-level, the available empirical evidence highlights the positive impact of ICT to promote the efficiency of learning arrangements. Research grounds the key position of ICT in a state-of-the-art medical curriculum. Recent developments focusing on repositories of learning materials for medical education have yet not been evaluated. The article concludes by stressing the need for evaluative studies, especially in the promising field of ICT-based collaborative learning. Furthermore, the importance to be attached to the position and qualifications of the teaching staff is emphasized.

Additional information

Notes on contributors

Martin Valcke

MARTIN VALCKE is currently Professor of ‘Instructional Sciences’ at Ghent University and head of the Department of Education. Building on his PhD work in the field of educational information sciences, his current field of research focuses now on the innovation of higher education and the integrated use of information and communication technologies.

Bram De Wever

BRAM DE WEVER is a PhD student in the Department of Education of Ghent University. His research deals with the impact of adding scripting approaches (role-assignment, self-assessment, peer-tutoring) to computer-supported collaborative learning environments on students’ levels of knowledge construction in both educational and medical settings (e-mail: [email protected]).