Educational Technology in Medical Education

Abstract

This article aims to review the past practices of educational technology and envision future directions for medical education. The discussion starts with a historical review of definitions and perspectives of educational technology, in which the authors propose that educators adopt a broader process-oriented understanding of educational technology. Future directions of e-learning, simulation, and health information technology are discussed based on a systems view of the technological process. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise.

Three‐dimensional Visualization Software Assists Learning in Students with Diverse Spatial Intelligence in Medical Education

“…Berney and colleagues have also shown the impact of using 3D models to support spatial difficulties encountered with traditional static learning; however, they did not assess the baseline MR ability of their students (Berney et al, ). The global upward trend of adopting educational technologies both in the preclinical as well as clinical training is evident by the supporting literature as it leads to enhanced learning experience of the students (Han et al, ). Resources such as human plastinated specimens, visualization software and simulators are found to improve the preparedness of medical students before they actually examine the real human body in clinical education (McLachlan et al, ; Fruhstorfer et al, ).…”

Breaking down barriers to medical e-learning

“…It has to be recognised that e-learning is not a one-time investment that can be purchased and left unattended to work on its own [11]. It is more about a continuous process of evolution responding to the needs of those devoted to high-quality medical education [12]. The future of e-learning will be about standardization enabling adaptation to individual needs.…”

Role of advanced simulation in undergraduate and postgraduate medical education

“…[50] Simulation techniques can provide the skills training to solve specific problems in a virtual scenario, although completely realistic, facilitating cognitive and psychomotor transfer within daily clinical practice and improving behavioral skills in critical situations or in any case of danger. [7,51] The benefits of incorporating specialty-oriented simulation training within medical schools are vast: simulators are capable of providing a highly educational and realistic experience for medical students within a variety of speciality-oriented teaching sessions, suggesting to incorporate simulators into the preclinical and clinical stage of undergraduate medical education. [52] Early clinical contact for medical students in the pre-clinical curriculum, aimed to teach communication skills integrated with practical clinical skills, improves student knowledge, efficiency and confidence, which may transfer to clinical practice with improved patient care and safety.…”