Computer skills among trainee doctors

The need to develop skills in Information Technology and Information Literacy for a career in the Health Sciences is not in dispute. More debated are the most appropriate ways of assessing existing skills, addressing training needs and incorporating IT/IL learning, and at what stage skills development should begin to be most effective. This article reports on three years of experience with a training model in the Faculty of Health Sciences, University of Cape Town, in providing IT/IL skills to a diverse group of students in South Africa. It provides an evaluation of the activities and discusses the possible advantages of the methodology. This training model is based on measuring rather than assuming existing computer skills in incoming students; it is informed by curriculum demands and focuses on early intervention and close integration into mainstream undergraduate courses.

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Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs

Oberprieler

Masters

Gibbs

2005

Medical Teacher

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AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment

Ellaway

Masters²

2008

Medical Teacher

513

386

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In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical, management, social, design and other broader issues in e-learning, and it ends with a review of emerging forms and directions in e-learning in medical education.

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e-Learning in medical education Guide 32 Part 2: Technology, management and design

Masters¹,

Ellaway

2008

Medical Teacher

137

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With e-learning now part of the medical education mainstream, both educational and practical technical and informatics skills have become an essential part of the medical teacher's portfolio. The Guide is intended to help teachers develop their skills in working in the new online educational environments, and to ensure that they appreciate the wider changes and developments that accompany this 'information revolution'. The Guide is divided into two parts, of which this is the second. The first part introduced the basic concepts of e-learning, e-teaching, and e-assessment, the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. This second part covers topics such as practical knowledge of the forms of technology used in e-learning, the behaviours of teachers and learners in online environments and the design of e-learning content and activities. It also deals with broader concepts of the politics and psychology of e-learning, as well as many of its ethical, legal and economical dimensions, and it ends with a review of emerging forms and directions in e-learning in medical education.

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Computer skills among trainee doctors

Cited by 7 publications

References 5 publications

Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs

Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs

AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment

e-Learning in medical education Guide 32 Part 2: Technology, management and design

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