Improving Technology Literacy in Health Professional Education

This chapter explores how technology literacy in health professional education can be improved through Reflective Practice-Based Learning (RPL). Two research questions are asked: 1) How can we deepen our theoretical understanding of Reflective Practice-Based Learning (RPL) as a pedagogy for fostering technology literacy? and 2) How can we enhance technology literacy in health professional education through the practical application of RPL? To answer these questions, this chapter integrates theoretical perspectives on technology literacy, learning, knowledge, and health professional education into a unified framework. This also includes a case description focused on the practical implementation of a RPL-based course. The findings highlight the theoretical and practical significance of RPL in advancing technology literacy education and driving pedagogical innovation in teaching and learning in the age of medical technology for the future.