Technological Pedagogical and Content Knowledge Among Medical Educators: What Is Our Readiness to Teach With Technology?. (30th July 2019)

• Record Type: Journal Article
• Authors: Youm, Julie; Corral, Janet
• Is Part Of: Academic medicine. Volume 94:Supplement 11(2019)
• Publication Date: 2019-07-30
• Subjects: Medical education -- Periodicals; Medical policy -- Periodicals; Medical personnel -- Periodicals; Periodicals; 610.711
• DOI: 10.1097/ACM.0000000000002912
• Languages: English
• ISSNs: 1040-2446

Abstract

Abstract : Purpose: This study aimed to empirically assess medical educator knowledge of pedagogy and technology to inform the direction of medical school faculty development efforts. Method: The Technological Pedagogical and Content Knowledge framework (TPACK) 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 two public institutions, University of California, Irvine (UC Irvine) and University of Colorado (CU). Results: An independent-samples t-test compared TK to PK and CK within each institution. The means of TK (UC Irvine: 3.4; CU 3.4) and both PK for a didactic session (UC Irvine: 3.9; CU: 4.4) and PK for a clinical setting (UC Irvine: 4.0; CU: 4.4) were compared using a t-test and found to be statistically different, P < .01. Similarly, the means of TK and CK (UC Irvine: 4.5; CU: 4.7) were found to be 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.