Affiliations 

  • 1 University of Wollongong, Wollongong, New South Wales, Australia
  • 2 University of Liverpool, Liverpool, England, UK
  • 3 Health Professional Assessment Consultancy, Singapore, Singapore
  • 4 Christie Education, Manchester, UK
  • 5 International Medical University, Kuala Lumpur, Malaysia
MedEdPublish (2016), 2023;13:37.
PMID: 37868340 DOI: 10.12688/mep.19688.1

Abstract

In the paper, the authors offer perspectives on the uses of technology and assessment, that support learning. The perspectives are viewed through validity (from the field of assessment) as a framework and they discuss four aspects of an interconnected technology, learning and assessment space that represent theory informed, authentic practice. The four are: 1) integrated coherence for learning, assessment and technology; 2) responsibilities for equity, diversity, inclusion and wellbeing; 3) sustainability; and 4) balancing resources in global contexts. The authors propose steps and considerations for medical and health professions educators who need to contextualise applications for technology, learning and assessment, for positive impact for learners, faculty, institutions and patient care.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.