Unleashing the potential of education

Embracing a new era of learning through feedback evolution

Bibliographic Data

ID22437338
AuthorsMohsen Masoumian Hosseini (0000-0002-0542-7340, Tehran University of Medical Sciences), Karim Qayumi (0000-0002-5988-2832, University of British Columbia), Mitra Zolfaghari (0000-0003-3374-1115), Mitra Sadat Zolfaghari (0009-0003-7836-7144, Iranshahr University), Seyedeh Toktam Masoumian Hosseini (0000-0003-3093-8799, University of British Columbia), Elnaz Haghighi (Islamic Azad University, Mashhad), Somayeh Rajabzadhe (Tehran University of Medical Sciences), Babak Sabet (0000-0001-6436-9614, Shahid Beheshti University of Medical Sciences, corresponding author)
Year2026
Volume5
Issue1
Publication date2026-01-25
Open AccessYes
TypeARTICLE
VenueDiscover Education (JOURNAL)
Journal identifiersISSN: 2731-5525 • E-ISSN: 2731-5525
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-026-01110-y
OpenAlexW7125641842
LanguageEN
References cited82

The transition from traditional education to technology-enhanced learning has revolutionized medical education, emphasizing the role of feedback mechanisms supported by smart tools. This scoping review article aims to look at the aspects of educational feedback from the technological side to explore how to improve medical student learning. A scoping review was conducted following PRISMA-ScR guidelines, searching PubMed, Medline, Scopus, Web of Science, Embase, and IEEE Xplore (2010–2025). Inclusion criteria targeted studies on technology-driven feedback interventions for medical students and professionals. Two reviewers independently screened 2143 articles, with 56 studies meeting eligibility. Data extraction utilized the PRISMA-ScR checklist, analyzing study design, geographical distribution, participant demographics, and technological applications. Five thematic domains emerged: (1) Gamification/adaptive feedback employing mastery-based algorithms and precision teaching, yielding significant skill gains but 50% learner attrition due to challenge-recovery imbalances; (2) Wearable sensors providing real-time bio-behavioral coaching in Cardiopulmonary Resuscitation (CPR) and procedural training, though adoption is hindered by privacy concerns (34% refusal) and inter-device variability; (3) Artificial intelligent (AI)-driven systems achieving expert-level assessment accuracy (93.94%) while requiring explainability and hybrid human-AI models for acceptance (96% student preference); (4) High-fidelity Virtual Reality/Augmented Reality (VR/AR) simulations demonstrating superior retention but prohibitive costs ($15,000/unit) and accessibility barriers; and (5) Visual/haptic feedback enhancing spatial anatomical understanding yet lacking standardization thresholds. Cross-cutting synthesis reveals cognitive load must be dynamically optimized—not minimized—and that hybrid architectures integrating AI metrics, expert interpretation, and peer learning are non-negotiable for clinical transfer. Low-cost alternatives (3D-printed models, smartphone-based systems) show comparable efficacy but face sustainability gaps. Technology-enhanced feedback has shifted from isolated tools to intelligent, responsive ecosystems, yet technical capability outpaces pedagogical integration and socio-technical acceptance. Critical gaps include longitudinal validity, algorithmic bias mitigation, equitable access in resource-constrained settings, and responsible AI frameworks. Future development requires human-centered designs that balance automation with relational mentorship, adaptive cognitive load management, and transparent governance to realize scalable, equitable feedback architectures.

Attrition · Cognitive computing · Mindset · Rigour · Standardization · Thematic analysis · Troubleshooting · Wearable technology · Anatomy and Medical Technology · Artificial Intelligence in Healthcare and Education · Simulation-Based Education in Healthcare

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