Communication, learning and assessment: Exploring the dimensions of the digital learning environment

Abstract

Advances in technology make it possible to supplement in-person teaching activities with digital learning, use electronic records in patient care, and communicate through social media. This relatively new “digital learning environment” has changed how medical trainees learn, participate in patient care, are assessed, and provide feedback. Communication has changed with the use of digital health records, the evolution of interdisciplinary and interprofessional communication, and the emergence of social media. Learning has evolved with the proliferation of online tools such as apps, blogs, podcasts, and wikis, and the formation of virtual communities. Assessment of learners has progressed due to the increasing amounts of data being collected and analyzed. Digital technologies have also enhanced learning in resource-poor environments by making resources and expertise more accessible. While digital technology offers benefits to learners, the teachers, and health care systems, there are concerns regarding the ownership, privacy, safety, and management of patient and learner data. We highlight selected themes in the domains of digital communication, digital learning resources, and digital assessment and close by providing practical recommendations for the integration of digital technology into education, with the aim of maximizing its benefits while reducing risks.

Acknowledgments

The authors would like to acknowledge Jonas Nordquist, Jena Hall, and Ingrid Philibert for their editorial review as well as Rebecca Kruisselbrink, Sharon Card, Larry Gruppen, Sarah Taber, Jolanta Karpinski, Fiona Moss, Mark C Wilson, Jacqueline P Ashby, Elias Fares, Mitchell G Goldenberg, Allan McDougall, Ming-Ka Chan, and John Vassiliadis for their contributions to the small group discussion of the digital learning environment at the International Conference on Residency Education.

Disclosure statement

TC and BT report receiving honoraria for teaching about social media from various universities and institutions and receiving research grants for the study of social media and digital learning.

Additional information

Notes on contributors

Brent Thoma

Brent Thoma, MD MA MSc FRCPC DRCPSC, Assistant Professor in the Department of Emergency Medicine at the University of Saskatchewan.

Alison Turnquist

Alison Turnquist, MD CCFP-EM, Assistant Professor in the Department of Emergency Medicine at the University of Saskatchewan.

Fareen Zaver

Fareen Zaver, MD FRCPC, Assistant Professor in the Department of Emergency Medicine at the University of Calgary.

Andrew K. Hall

Andrew K. Hall, MD FRCPC MMEd, Associate Professor and CBME Lead in the Department of Emergency Medicine at Queen’s University, Kingston ON CAN; Clinician Educator at the Royal College of Physicians and Surgeons of Canada.

Teresa M. Chan

Teresa M. Chan, MD FRCPC MHPE DRCPSC, Assistant Professor in the Division of Emergency Medicine at McMaster University; Adjunct scientist McMaster program for Education Research, Innovation and Theory (MERIT).