Abstract
Abstract
Background
Technological Literacy (TL) is increasingly recognized as a core competency in healthcare professions due to rapid developments in automation and digitalization, and the growing use of artificial intelligence. In technology-intensive professions such as Biomedical Laboratory Science (BLS), professionals work closely with advanced technologies that influence diagnostic workflows and decisions. How TL is understood within the profession therefore has important implications for educational priorities and graduates’ preparedness for future practice.
The aim of this study was to explore how TL is conceptualized in a healthcare profession and to identify implications for the educational program.
Summary of work
We conducted a scoping review to determine how TL is conceptualized in the BLS profession. Nineteen sources were included, comprising research papers, position papers, competence standards and strategic reports. The analysis was guided by the Orlikowski & Gash (1994) sociotechnical framework and the EU´s DigComp 2.2 framework for digital competences.
Summary of results
The analysis revealed a dichotomy between a backward-looking and a forward-looking perspective on TL. The backward-looking perspective predominantly emphasizes the operational use of technology and routine, task-oriented skills. In contrast, the forward-looking perspective highlights the need for competencies in computational thinking, data literacy, artificial intelligence, and a more critical and strategic understanding of the role of technology in professional practice. While both perspectives stress the ability to use technology, competencies related to understanding how technology works and the strategic rationales behind its implementation are less prominently addressed.
Discussion and Conclusion
These findings point to the need to supplement existing teaching with learning activities that strengthen students' analytical, reflective and problem-solving approach to technology. Strengthening these aspects of TL may better prepare future healthcare professionals to navigate and adapt to increasingly technologically complex healthcare practices.
Take-home Message
The findings emphasize that aligning education with future professional practice requires examining how technological literacy is understood within the profession.
Combining Orlikowski & Gash´s framework and the EU's DigComp 2.2 framework provided complementary insights into TL. We argue that a similar analytical approach may be useful for other healthcare professions and educational programs
Background
Technological Literacy (TL) is increasingly recognized as a core competency in healthcare professions due to rapid developments in automation and digitalization, and the growing use of artificial intelligence. In technology-intensive professions such as Biomedical Laboratory Science (BLS), professionals work closely with advanced technologies that influence diagnostic workflows and decisions. How TL is understood within the profession therefore has important implications for educational priorities and graduates’ preparedness for future practice.
The aim of this study was to explore how TL is conceptualized in a healthcare profession and to identify implications for the educational program.
Summary of work
We conducted a scoping review to determine how TL is conceptualized in the BLS profession. Nineteen sources were included, comprising research papers, position papers, competence standards and strategic reports. The analysis was guided by the Orlikowski & Gash (1994) sociotechnical framework and the EU´s DigComp 2.2 framework for digital competences.
Summary of results
The analysis revealed a dichotomy between a backward-looking and a forward-looking perspective on TL. The backward-looking perspective predominantly emphasizes the operational use of technology and routine, task-oriented skills. In contrast, the forward-looking perspective highlights the need for competencies in computational thinking, data literacy, artificial intelligence, and a more critical and strategic understanding of the role of technology in professional practice. While both perspectives stress the ability to use technology, competencies related to understanding how technology works and the strategic rationales behind its implementation are less prominently addressed.
Discussion and Conclusion
These findings point to the need to supplement existing teaching with learning activities that strengthen students' analytical, reflective and problem-solving approach to technology. Strengthening these aspects of TL may better prepare future healthcare professionals to navigate and adapt to increasingly technologically complex healthcare practices.
Take-home Message
The findings emphasize that aligning education with future professional practice requires examining how technological literacy is understood within the profession.
Combining Orlikowski & Gash´s framework and the EU's DigComp 2.2 framework provided complementary insights into TL. We argue that a similar analytical approach may be useful for other healthcare professions and educational programs
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 23 aug. 2026 |
| Antal sider | 632 |
| Status | Udgivet - 23 aug. 2026 |
| Begivenhed | The AMEE Conference 2026, featuring the Integrated Ottawa Event: Educators as Catalysts: Building the Future of Health - Austria Center, Wien, Østrig Varighed: 23 aug. 2026 → 26 aug. 2026 https://amee.org/events/amee-2026/ |
Konference
| Konference | The AMEE Conference 2026, featuring the Integrated Ottawa Event |
|---|---|
| Lokation | Austria Center |
| Land/Område | Østrig |
| By | Wien |
| Periode | 23/08/26 → 26/08/26 |
| Internetadresse |
Emneord
- bioanalytikeruddannelsen
- Technological literacy
- biomedical laboratory science
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