{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,17]],"date-time":"2026-07-17T18:22:57Z","timestamp":1784312577362,"version":"3.55.0"},"reference-count":46,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2025,7,22]],"date-time":"2025-07-22T00:00:00Z","timestamp":1753142400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["The Clinical Teacher"],"published-print":{"date-parts":[[2025,10]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>There is growing interest in integrating technology into clinical clerkship education, particularly in response to disruptions during the COVID\u201019 pandemic. However, limited synthesis exists on how educational technologies are being used in clerkship settings, what instructional purposes they serve and what outcomes they produce.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A rapid review was conducted to identify empirical studies published between January 2020 and January 2023 that examined educational technology use in undergraduate medical clerkships. We searched Medline, Embase and Web of Science for English\u2010language studies focused on technology use with medical students in clinical learning environments. Data were extracted and synthesized narratively, with studies categorized by technology type, instructional purpose, reported benefits and challenges.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>From 1717 screened citations, 35 studies met inclusion criteria. The main technologies used included virtual reality, learning platforms, video conferencing tools and simulation\u2010based systems. These technologies were primarily used for content delivery, interactive instruction and assessment. Reported advantages included enhanced learner engagement, realism, timely feedback and increased accessibility. Common challenges involved limited access to hardware, lack of robust outcome evaluation and concerns about transferability to real\u2010world clinical performance. Most studies reported short\u2010term outcomes, such as satisfaction and knowledge gain, rather than long\u2010term skill development.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Technology integration in clerkship education has accelerated, but implementation remains uneven, and evaluations are often limited in scope. Educators should align technology use with instructional goals and assess its impact beyond immediate learner reactions. Future research should examine long\u2010term outcomes, particularly in under\u2010resourced or distributed clinical training environments.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/tct.70152","type":"journal-article","created":{"date-parts":[[2025,7,22]],"date-time":"2025-07-22T23:50:47Z","timestamp":1753228247000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["The Use of Technology in Clerkship Education: A Rapid Review"],"prefix":"10.1111","volume":"22","author":[{"given":"Eulho","family":"Jung","sequence":"first","affiliation":[{"name":"Department of Health Professions Education, School of Medicine Uniformed Services University of the Health Sciences  Bethesda Maryland USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maurice","family":"Kavanagh","sequence":"additional","affiliation":[{"name":"Department of Health Professions Education, School of Medicine Uniformed Services University of the Health Sciences  Bethesda Maryland USA"},{"name":"Henry M Jackson Foundation for the Advancement of Military Medicine  Bethesda Maryland USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elizabeth","family":"King","sequence":"additional","affiliation":[{"name":"Department of Health Professions Education, School of Medicine Uniformed Services University of the Health Sciences  Bethesda Maryland USA"},{"name":"Henry M Jackson Foundation for the Advancement of Military Medicine  Bethesda Maryland USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9488-9565","authenticated-orcid":false,"given":"Anita","family":"Samuel","sequence":"additional","affiliation":[{"name":"Department of Health Professions Education, School of Medicine Uniformed Services University of the Health Sciences  Bethesda Maryland USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,7,22]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1136\/emj.2005.033738"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.5688\/ajpe777151"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.15766\/mep_2374-8265.11106"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.34197\/ats\u2010scholar.2024\u20100032PS"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010025\u201006949\u20107"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0174829"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909-022-03773-1"},{"key":"e_1_2_12_9_1","volume-title":"Rapid Reviews to Strengthen Health Policy and Systems: A Practical Guide","author":"Tricco A. 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