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Abstract

Purpose. This integrative literature review traces the evolution of signature technologies in health professions education and their impact on teaching and learning. By exploring these technologies, it highlights the ways these advancements shape learning experiences and the preparation of future healthcare professionals. While these technologies present opportunities for enhanced learning, they also introduce challenges related to accessibility, cost, and effectiveness.

Method. Using Torraco’s framework for integrative literature reviews, this article synthesizes existing scholarship to trace the historical development of signature technologies in health professions education. The authors conducted searches in PubMed, Scopus, and Google Scholar for literature published primarily between 2000 and 2025, identifying frequently used tools and mapping their evolution. We included peer-reviewed, English-language articles examining the use, effectiveness, or integration of technologies in health professions education with demonstrated pedagogical outcomes and excluded studies lacking empirical grounding, instructional relevance, or focus on student development.

Results. Across decades of innovation, signature technologies in health professions education have progressed from physical task trainers to immersive and intelligent systems, revealing a trend toward greater fidelity, interactivity, and personalization. This evolution reflects a pedagogical shift from procedural training toward holistic, data-informed learning experiences that integrate cognitive, technical, and affective competencies. Yet, persistent tensions, including disparities in access, limited faculty preparedness, and unresolved ethical questions, underscore the unevenness of technological adoption across disciplines and institutions.

Conclusion. Technology continues to redefine health professions education, offering innovative approaches to skill development and decision-making. While emerging tools can enhance learning, institutions must critically assess their effectiveness and accessibility. The insights from this integrative literature review extend beyond health professions education and encourage instructors across disciplines to explore the role of technology in teaching and learning.

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