Background: Interactive tools have gained popularity in health professional education due to their potential to enhance active learning, engagement, and learning outcomes. Effective use of these tools can lead to improved patient care and healthcare quality. However, existing literature lacks comprehensive insights into their optimal implementation across different healthcare settings and disciplines, as well as strategies to ensure accessibility and inclusivity for diverse learners.
Objective: This narrative review aims to address these gaps by
exploring the impact of interactive tools on learning outcomes and knowledge
retention, evaluating their effectiveness across various healthcare
disciplines, comparing different tools for specific educational purposes, and
identifying best practices for curriculum integration while ensuring
accessibility and inclusivity.
Methods: A comprehensive search of electronic databases (MEDLINE,
Embase, ERIC) was conducted to identify studies published in English from 2010
to 2021. The selection process included systematic reviews, randomised
controlled trials, qualitative studies, cohort studies, and cross-sectional
studies, while excluding studies in other languages and case reports. The
inclusion and exclusion criteria were applied systematically to ensure
methodological rigour. Data from selected studies were synthesised narratively.
Results: Interactive tools have demonstrated significant benefits
in promoting active learning and student engagement, leading to improved
knowledge retention. Specific tools, such as simulation-based learning, virtual
patient cases, and gamification strategies, have shown varying levels of
effectiveness depending on the educational context. Their successful
implementation requires clear learning objectives, structured integration into
curricula, and appropriate assessment methods. Ensuring accessibility and
inclusivity involves providing multiple means of representation, engagement,
and expression to accommodate diverse learning needs.
Conclusion: While interactive tools hold great potential for
enhancing health professional education, their effectiveness is contingent upon
thoughtful implementation tailored to specific educational contexts.
Institutions and educators should consider discipline-specific requirements and
learner diversity when integrating these tools into training programs. Future
research should focus on comparative evaluations of different interactive tools
and their impact on student outcomes in diverse healthcare education settings.
Author (s) Details
Naveen Kumar
Sri Devaraj Urs Academy of Higher Education and Research, Tamaka, Kolar,
Karnataka -563101, India.
Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5148
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