Are we ready to integrate modern technologies into the medical curriculum for students a systematic review
Abstract Background This study aims to explore the diverse applications of contemporary technological innovations in education and to propose effective strategies for their integration into the curriculum, addressing the complexities and collaborative efforts required for meaningful learning experie...
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| Format: | Article |
| Language: | English |
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Springer
2025-05-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00521-7 |
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| author | Seyedeh Toktam Masoumian Hosseini Karim Qayumi Ata Pourabbasi Elnaz Haghighi Babak Sabet Alireza Koohpaei Zahra Shafiei Mohsen Masoumian Hosseini Parniya Nemati |
| author_facet | Seyedeh Toktam Masoumian Hosseini Karim Qayumi Ata Pourabbasi Elnaz Haghighi Babak Sabet Alireza Koohpaei Zahra Shafiei Mohsen Masoumian Hosseini Parniya Nemati |
| author_sort | Seyedeh Toktam Masoumian Hosseini |
| collection | DOAJ |
| description | Abstract Background This study aims to explore the diverse applications of contemporary technological innovations in education and to propose effective strategies for their integration into the curriculum, addressing the complexities and collaborative efforts required for meaningful learning experiences. Method This systematic review examines the integration of digital health tools, virtual reality, and artificial intelligence (AI) in medical education, adhering to PRISMA guidelines and Cochrane Handbook standards. The primary research question focuses on the benefits and challenges of incorporating these technologies into the medical curriculum. A comprehensive literature search from 2010 to September 2024 was conducted across Scopus, Web of Science, Embase, PubMed, and IEEE Xplore databases, selecting 24 relevant studies out of 3842 for thematic analysis, revealing seven key themes. The study utilized Rayyan for screening and consensus-building, followed the PRISMA Checklist for data extraction, and conducted quantitative and qualitative analyses, with stakeholder consultation for future research. Results The study shows that medical students and faculty are generally ready to incorporate modern technologies into their curricula, but many lack a basic understanding of their applications in medicine. It emphasizes the need for a comprehensive redesign of educational frameworks to effectively incorporate modern technologies such as AI, virtual reality (VR), and augmented reality (AR). Research demonstrates that these technologies enhance learning outcomes, improve students' understanding of complex medical concepts, and develop critical skills. The review emphasizes the transformative potential of simulation-based technologies, which can significantly boost confidence, teamwork, and communication skills among medical students. However, successful integration requires careful planning of curriculum topics based on technological capabilities. Conclusion Contemporary technologies could be integrated into medical education, offering personalized learning, improved patient care, and practical training. However, technical hurdles, financial constraints, and ethical considerations must be addressed. This transition will provide long-term cost-effectiveness and enhance the value of education. Medical educators have praised the use of innovative technologies as valuable learning tools. However, the concepts of utilisation and integration should not be confused. The educational system remains heavily reliant on teacher-centered and human-centric models, with concerns about the extent of teachers' ability to provide education and the validity of education across generations. Policymakers collaborating with accreditation bodies can help deliver uniform education that caters to students' learning preferences, but teachers may lack the capabilities and resources to lead this transformation. This raises questions about whether teachers consciously employ technology to reduce their significance and whether increased satisfaction with modern education may reflect a decline in teachers' role. |
| format | Article |
| id | doaj-art-9c856b9ebef14be1aeeafcdbe1b0cf43 |
| institution | DOAJ |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-9c856b9ebef14be1aeeafcdbe1b0cf432025-08-20T03:07:56ZengSpringerDiscover Education2731-55252025-05-014111810.1007/s44217-025-00521-7Are we ready to integrate modern technologies into the medical curriculum for students a systematic reviewSeyedeh Toktam Masoumian Hosseini0Karim Qayumi1Ata Pourabbasi2Elnaz Haghighi3Babak Sabet4Alireza Koohpaei5Zahra Shafiei6Mohsen Masoumian Hosseini7Parniya Nemati8Department of Nursing, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical SciencesDepartment of Surgery, University of British ColumbiaEndocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical SciencesDepartment of Biochemistry, Mashhad Medical Sciences Branch, Islamic Azad UniversityFaculty of Medicine, Department of Surgery, Shahid Beheshti University of Medical SciencesOccupational Health and Safety Department, Health Faculty, Qom University of Medical SciencesDepartment of Biochemistry, Mashhad Medical Sciences Branch, Islamic Azad UniversityResearch Affiliated CyberPatient at Centre of Excellence for Simulation Education and Innovation, University of British ColumbiaDepartment of Public Health, Vahdat Clinic, Mashhad University of Medical SciencesAbstract Background This study aims to explore the diverse applications of contemporary technological innovations in education and to propose effective strategies for their integration into the curriculum, addressing the complexities and collaborative efforts required for meaningful learning experiences. Method This systematic review examines the integration of digital health tools, virtual reality, and artificial intelligence (AI) in medical education, adhering to PRISMA guidelines and Cochrane Handbook standards. The primary research question focuses on the benefits and challenges of incorporating these technologies into the medical curriculum. A comprehensive literature search from 2010 to September 2024 was conducted across Scopus, Web of Science, Embase, PubMed, and IEEE Xplore databases, selecting 24 relevant studies out of 3842 for thematic analysis, revealing seven key themes. The study utilized Rayyan for screening and consensus-building, followed the PRISMA Checklist for data extraction, and conducted quantitative and qualitative analyses, with stakeholder consultation for future research. Results The study shows that medical students and faculty are generally ready to incorporate modern technologies into their curricula, but many lack a basic understanding of their applications in medicine. It emphasizes the need for a comprehensive redesign of educational frameworks to effectively incorporate modern technologies such as AI, virtual reality (VR), and augmented reality (AR). Research demonstrates that these technologies enhance learning outcomes, improve students' understanding of complex medical concepts, and develop critical skills. The review emphasizes the transformative potential of simulation-based technologies, which can significantly boost confidence, teamwork, and communication skills among medical students. However, successful integration requires careful planning of curriculum topics based on technological capabilities. Conclusion Contemporary technologies could be integrated into medical education, offering personalized learning, improved patient care, and practical training. However, technical hurdles, financial constraints, and ethical considerations must be addressed. This transition will provide long-term cost-effectiveness and enhance the value of education. Medical educators have praised the use of innovative technologies as valuable learning tools. However, the concepts of utilisation and integration should not be confused. The educational system remains heavily reliant on teacher-centered and human-centric models, with concerns about the extent of teachers' ability to provide education and the validity of education across generations. Policymakers collaborating with accreditation bodies can help deliver uniform education that caters to students' learning preferences, but teachers may lack the capabilities and resources to lead this transformation. This raises questions about whether teachers consciously employ technology to reduce their significance and whether increased satisfaction with modern education may reflect a decline in teachers' role.https://doi.org/10.1007/s44217-025-00521-7Modern technologyIntegrationCurriculumMedical educationDigital learning |
| spellingShingle | Seyedeh Toktam Masoumian Hosseini Karim Qayumi Ata Pourabbasi Elnaz Haghighi Babak Sabet Alireza Koohpaei Zahra Shafiei Mohsen Masoumian Hosseini Parniya Nemati Are we ready to integrate modern technologies into the medical curriculum for students a systematic review Discover Education Modern technology Integration Curriculum Medical education Digital learning |
| title | Are we ready to integrate modern technologies into the medical curriculum for students a systematic review |
| title_full | Are we ready to integrate modern technologies into the medical curriculum for students a systematic review |
| title_fullStr | Are we ready to integrate modern technologies into the medical curriculum for students a systematic review |
| title_full_unstemmed | Are we ready to integrate modern technologies into the medical curriculum for students a systematic review |
| title_short | Are we ready to integrate modern technologies into the medical curriculum for students a systematic review |
| title_sort | are we ready to integrate modern technologies into the medical curriculum for students a systematic review |
| topic | Modern technology Integration Curriculum Medical education Digital learning |
| url | https://doi.org/10.1007/s44217-025-00521-7 |
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