ArticleMedical education online2026
Fostering interactive medical education: integrating Web 2.0 tools through a universal design for learning framework.
Article in Medical education online, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Beyond initial adoption: addressing the know-do gap in technology-enhanced medical education.Medical education online · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe effective use of technology is essential for fostering inclusive and engaging learning environments.
objectiveThis study evaluated the impact of an experiential faculty development program based on Universal Design for Learning (UDL) principles and the use of Web 2.0 tools. We examined how this program influenced the integration of technology among medical educators.
designA total of 262 faculty members participated from 2020 to 2022. Two months post-training, data were collected via surveys and focus groups.
resultsResults showed a significant increase in participants' use of previously unfamiliar tools, particularly Google Forms (50%) and Wooclap (29.5%). Participants cited pedagogical reasons (such as ease of use, increased student engagement, and support for inclusivity) as key drivers of adoption. In contrast, time constraints and lack of technical support were key barriers to broader use.
conclusionsThis study underscores the value of hands-on, practice-based training in digital pedagogy and highlights the importance of institutional support to sustain meaningful and widespread technology integration in medical education.
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Registered trials
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