Exploring the Transformative Potential of Learning Analytics in Medical Education: A Systematic Review
Introduction: Learning Analytics (LA) has emerged as a potent tool in medical education, offering data-driven insights and personalized support to learners. This systematic review aims to provide a comprehensive overview of the current state of LA in medical education, exploring its applications, be...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Shiraz University of Medical Sciences
2025-01-01
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| Series: | Journal of Advances in Medical Education and Professionalism |
| Subjects: | |
| Online Access: | https://jamp.sums.ac.ir/article_50619_1852672b326f6ff2e8569000a8cc5336.pdf |
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| Summary: | Introduction: Learning Analytics (LA) has emerged as a potent tool in medical education, offering data-driven insights and personalized support to learners. This systematic review aims to provide a comprehensive overview of the current state of LA in medical education, exploring its applications, benefits, challenges, and future directions.Methods: The study was conducted as a systematic review of learning analytics (LA) in medical education. A comprehensive search was performed in June 2023 across the following databases: ProQuest, Scopus, ERIC, Web of Science, PubMed, and ScienceDirect, with no restrictions on publication dates. The search resulted in a total of 1095 records, which were screened after removing duplicates, leaving 552 titles for review. Following the exclusion of irrelevant articles, 12 studies were selected for synthesis.Results: Four key categories of LA applications emerged: curriculum evaluation, learner performance analysis, learner feedback and support, and learning outcome assessment. Thesynthesis of findings underscores LA potential to enhance learning experiences, identify at-risk learners, and improve formative assessment practices. However, ethical and privacy concernswarrant attention to bridge the gap between research and practice.Conclusion: This review suggests a collaborative and mindful approach to leveraging LA in medical education. Balancing data-driven insights with effective, ethical, and human-centricpedagogical practices is crucial. Addressing these concerns can ensure the integration of LA into medical education, fostering its transformative potential while upholding core values. |
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| ISSN: | 2322-2220 2322-3561 |