A new vision for distance learning and continuing medical education

Abstract

Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.

Modelo de educação a distância em hanseníase voltado para rede de detecção de casos e diagnóstico

“…Ela não é uma invenção nova advinda do uso do computador ou do aparecimento da Internet. Vários ensaios usando diferentes recursos como correspondência, rádio, televisão foram feitos no passado (Harden, 2005). Todavia, tanto o computador ou a internet promoveram avanços.…”

“…Conforme Kenski, Oliveira e Clementino (2006), professor e aluno se beneficiam mutuamente nesta interação.…”

“…Como se mensurar de forma precisa e inequívoca esta mudança de comportamento? Pilati (2005), Consineau e Shelder (2006) comentam as dificuldades de se obter essa resposta.…”

“…Fiorentini (2006) relatou que o desconhecimento neste tipo de experiência produz um efeito de resistência inicial, porque desconfigura o modelo de relações a que os alunos estão acostumados. O posicionamento dos alunos em laboratórios de tecnologia é um exemplo, mostrando a falta de ambientação com ambientes que não as salas de aula.…”

Would Socrates Have Actually Used the “Socratic Method” for Clinical Teaching?

“…"Just-in-time learning" fits into this kingdom. 12 The Bdiscovery^kingdom extends the inquiry kingdom by emphasizing that students not only identify knowledge deficits and devise their own questions, but that they find the answers independently, such as in problem-based learning. 13 BPimpingN ot unlike the kingdom of Socratic instruction, Bpimping^uses sequential questioning of learners by teachers.…”