Abstract:

Technology integration has become paramount in the rapidly evolving landscape of medical education. Concerning collaborative international efforts that are increasingly being forged to advance healthcare further globally, technology-centred approaches offer expanded opportunities for immersive medical education across intercultural contexts without the need to relocate to another country for extended periods. Established in 2019, the Alberta Institute Wenzhou Medical University (AIWMU), a collaborative, transnational partnership in undergraduate medical education between the Wenzhou Medical University (WMU) and the University of Alberta (UofA), required the development and implementation of a wide array of online technologies. Daunting challenges often serve as a fertile ground for opportunities, especially in technological advancements. Concerning AIWMU, the creation of a comprehensive learning platform, introduced as a strategic response to overcoming obstacles, has propelled the program forward by streamlining processes, fostering shared understanding, and supporting collaboration.

This paper delineates challenges addressed by deploying a technology-integrated approach to online health professions education within a transnational learning context. Additionally, devised solutions and lessons learned over the past four years facilitating learners and teachers from afar are presented. The innovative technology-based approach used to facilitate course delivery, support active learning, and assess and track student progress throughout the 5-year AIWMU collaborative education program is described. Showcasing the tools and platforms used to help ensure the success of this initiative, the systems we have employed to address emergent needs and challenges illustrate why a systemic approach to technological adoption is necessary to support a transnational medical education program.

Designed to bridge physically distanced teaching and learning, our purpose-built integrated suite of technology-based tools has successfully enabled Canadian faculty instructors to teach medical learners in China. Simultaneously, it has enriched the experience of both students and instructors, enhanced inter-institutional communication, and improved the problem-solving capacity of collaborating partners from UofA and WMU. Aiming to optimize the integration of technology in the pursuit of enhanced learning within a global context, this paper is of interest to others involved in international collaborations and programs and also contributes to the literature on how technology can be designed and leveraged to support and harmonize international higher education learning initiatives.

Keywords:

Medical education, Transnational medical education, Distance learning, Learning management systems, Technology-enhanced learning, Learning analytics.