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Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review

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Abstract

In the context of twenty-first-century information and communication technologies, the Technological Pedagogical Content Knowledge (TPACK) framework is a new way of conceptualizing categories of knowledge required by teachers to achieve technology integration in educational practice. The main purpose of this review is to identify research on the TPACK framework in the field of health professions education. Journal empirical studies from 4 databases are included in this review. Of the 76 selected articles, nine met the selection criteria. The findings in the examined papers highlighted four themes: TPACK level measurement, TPACK relationship with other variables, TPACK application, and professional development. Research on the TPACK framework in the health professions education area is still lacking; however, the finding indicates that the TPACK as a theoretical foundation generated positive outcomes that can guide practitioners and researchers’ future practice and investigations.

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A descriptive table of the selected articles’ characteristics was included in the article.

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Authors and Affiliations

  1. Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco

    Driss Ait Ali, Abdelilah El Meniari, Saadia El Filali, Oumaima Morabite, Fatima Senhaji & Hicham Khabbache

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  1. Driss Ait Ali
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  2. Abdelilah El Meniari
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D.A conceived the idea of the article and wrote the manuscript; data research and articles screening were carried out by A.E, S.E, and O.M. F.S and HK provided the critical feedback of the work.

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Ait Ali, D., El Meniari, A., El Filali, S. et al. Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review. Med.Sci.Educ. 33, 791–803 (2023). https://doi.org/10.1007/s40670-023-01786-z

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