Abstract

The purpose of this scoping review was to provide a description of the outcomes associated with 3D technology from a teaching and learning perspective as well as the use of three-dimensional (3D) technology to support teaching and learning in health care education. The study found 31 articles that were eligible for inclusion. The outcomes are introduced in four classes: 3D printing, a 3D image, a 3D environment, and so on. The teaching of anatomy was one of many pedagogical contexts. Positive learning outcomes and outcomes that supported learning, such as satisfaction, were linked to all categories. Students' perceptions and emotions were all linked to positive learning outcomes, as were their skills and knowledge. Multiple applications of 3D technology that have the potential to enhance student learning in health care education are described in these findings. In-depth qualitative interviews were held with physicians in two separate settings as part of this study to learn how the EHR affects their professional activities and how it makes them uncomfortable. We examined the effects that the core competencies of the Accreditation Council for Graduate Medical Education had on reported professional activities (ACGME). The ACGME standards, which serve as a representation of expected physician behaviors, are embedded in the American system of medical education, which is why we selected this framework. They also serve as examples of ethical behavior in the workplace. Our hypothesis states that institutional EHR laws may limit professional behavior associated with these skills and may be in conflict with professional standards, upsetting physicians.