@文章{信息:doi/10.2196/31977，作者=“Tudor Car, Lorainne和Poon, Selina和Kyaw, bone Myint和Cook, David A和Ward, Victoria和Atun, Rifat和Majeed, Azeem和Johnston, Jamie和van der Kleij, Rianne M J J和Molokhia, Mariam和V Wangenheim, Florian和Lupton, Martin和Chavannes, Niels和Ajuebor, Onyema和Prober, Charles G和Car, Josip”，标题=“卫生专业人员的数字教育:证据图，概念框架和研究议程”，期刊=“J Med Internet Res”，年=“2022”，月=“Mar”，日=“17”，卷=“24”，数=“3”，页=“e31977”，关键词=“数字教育;卫生专业教育;证据地图;系统评价;研究问题;概念框架;背景:随着世界范围内数字技术的出现和采用，卫生专业教育发生了重大变化。目的:本研究旨在绘制现有证据，确定差距和研究重点，以便在数字卫生专业教育中进行稳健和相关的研究。方法:我们检索了关于实习和学生卫生保健专业人员数字化教育的系统综述。 We searched MEDLINE, Embase, Cochrane Library, Educational Research Information Center, CINAHL, and gray literature sources from January 2014 to July 2020. A total of 2 authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empirical findings and research recommendations against the newly developed conceptual framework. Results: We identified 77 eligible systematic reviews. All of them included experimental studies and evaluated the effectiveness of digital education interventions in different health care disciplines or different digital education modalities. Most reviews included studies on various digital education modalities (22/77, 29{\%}), virtual reality (19/77, 25{\%}), and online education (10/77, 13{\%}). Most reviews focused on health professions education in general (36/77, 47{\%}), surgery (13/77, 17{\%}), and nursing (11/77, 14{\%}). The reviews mainly assessed participants' skills (51/77, 66{\%}) and knowledge (49/77, 64{\%}) and included data from high-income countries (53/77, 69{\%}). Our novel conceptual framework of digital health professions education comprises 6 key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified 61 unique questions for future research in these reviews; these mapped to framework domains of education (29/61, 47{\%} recommendations), context (17/61, 28{\%} recommendations), infrastructure (9/61, 15{\%} recommendations), learners (3/61, 5{\%} recommendations), and research (3/61, 5{\%} recommendations). Conclusions: We identified a large number of research questions regarding digital education, which collectively reflect a diverse and comprehensive research agenda. Our conceptual framework will help educators and researchers plan, develop, and study digital education. More evidence from low- and middle-income countries is needed. ", issn="1438-8871", doi="10.2196/31977", url="//www.mybigtv.com/2022/3/e31977", url="https://doi.org/10.2196/31977", url="http://www.ncbi.nlm.nih.gov/pubmed/35297767" }