@article{10.22454/FamMed.2025.399235,
author = {Shoppoff, Lina and Archibald, Doug and Bradley, Lindsay and Dalsania, Kunal and Deyell, Tracy and Hakimjavadi, Ramtin and Hum, Emily and Jolin-Dahel, Kheïra and Karunananthan, Sathya and Ragozar, Arya and Rezaiefar, Parisa and Sethuram, Claire and Yan, Hui and Liddy, Clare},
title = {Digital Learning Tools in Postgraduate Family Medicine Training: A Scoping Review},
journal = {Family Medicine},
volume = {57},
number = {10},
year = {2025},
month = {11},
pages = {696-703},
doi = {10.22454/FamMed.2025.399235},
abstract = {Background and Objectives: Medical education is undergoing a digital revolution, yet few studies have examined digital learning tools in postgraduate family medicine training. This scoping review aims to identify existing tools, describe their use, and suggest future research directions.
Methods: We conducted a search of six academic databases and gray literature in 2021 and updated it in 2022. We mapped full-text English or French publications from 2010 onward that featured digital learning tools for family medicine trainees based on tool types, learning outcomes, core competencies, and educational outcomes.
Results: Out of 2058 records, 39 studies met inclusion criteria. Twenty-six studies (66.6%) described online computer-based tools. Simulations, including virtual and augmented reality, were featured in seven studies (17.9%) and mobile applications in three studies (7.7%). The tools were designed to facilitate skills and knowledge in examination and procedures (36%), pathology (33%), pharmacology (23%), and communication (18%). The majority targeted competencies relevant to the practice of primary care in the community or office setting (82%), with fewer addressing maternal care (8%) and scholarship (8%). None addressed home/long-term care, hospital care, or leadership/advocacy. In terms of educational outcomes, most studies assessed knowledge/skills (72%), learning experience (59%), and attitudes (46%), while few evaluated behavioral change (5%), organizational impact (3%), or patient care (0%).
Conclusions: We identified very few articles on digital learning tools in postgraduate family medicine education. Our findings reveal critical gaps, including limited integration of innovative technologies, unaddressed core competencies, and insufficient evaluation of the outcomes of digital learning tools.},
URL = {https://journals.stfm.org//familymedicine/2025/november-december/liddy-0467/},
eprint = {https://journals.stfm.org//media/wraddr11/fammed-57-696.pdf},
}