REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1609589
Innovative Strategies for Reconstructing Medical Education through Technology: A Literature Review
Provisionally accepted
- Kunming Medical University, Kunming, Yunnan Province, China
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Abstract: Grounded in educational psychology, the landscape of medical education is experiencing a transformative evolution , catalyzed by the synergistic application of advanced technologies. This review synthesizes the burgeoning potential of neuroscientific research, big data analytics, mobile learning, virtual reality (VR), augmented reality (AR), social network analysis, natural language processing (NLP), physical activity monitoring, experimental economics, and adaptive learning technologies. These innovations are revolutionizing the educational paradigm by enabling personalized learning experiences, enhancing cognitive engagement, and fostering a collaborative ecosystem. The integration of these technologies not only promises to improve educational outcomes but also underscores the critical need for ethical stewardship and data privacy. As we navigate this new educational frontier, the prospects for nurturing a new generation of medical professionals are vast, with the potential to advance the quality and impact of healthcare delivery.
Keywords: Innovative medical education, Personalized Learning Algorithms, data-driven decision making, Data Ethics and Privacy, Immersive Technology (VR/AR)
Received: 10 Apr 2025; Accepted: 23 Sep 2025.
Copyright: © 2025 Li, Wu, Shi, Wang and Yang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Feng Wang, wangfeng@kmmu.edu.cn
Zhihong Yang, yangzhihong@kmmu.edu.cn
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.