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

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.

Automated summary

The review aims to identify research on the Technological Pedagogical Content Knowledge (TPACK) framework in the field of health professions education. Nine empirical studies met the selection criteria out of the 76 selected articles from 4 databases. The findings highlighted TPACK level measurement, TPACK relationship with other variables, TPACK application, and professional development as the main themes. Although research on the TPACK framework in the health professions education area is lacking, the results suggest that TPACK as a theoretical foundation has positive outcomes and can guide future practice and investigations.