Multimodal Learning in Health Sciences and Medicine: Merging Technologies to Enhance Student Learning and Communication

Abstract

Advances in consumer-level educational technologies show great promise for enhancing the learning experiences of students in health and medicine. There are particular benefits towards using combinations of devices and technologies when demonstrating challenging concepts. These include using augmented reality-enabled devices enriched with accompanying 3D printed models, or virtual reality sessions coupled with online quizzes or revision activities alongside. Tablet applications can also be integrated while students concurrently engage in desktop-based online learning. This mixing and merging of different technologies can allow educators to focus on the strengths of each device, while mitigating limitations arising from a single mode's stand-alone use. This chapter describes a series of options to integrate multiple digital modes when educating health and medical students using technology. It also presents the case for health profession program graduates to be trained in teaching using technology, as their future will careers can be enhanced by an ability to educate effectively, as well as the potentials when incorporating serious games into a health curriculum. With the dynamic and ever-changing nature of health and medical education, educators can find great benefits when introducing multi-model digital learning into their respective courses.

The COVID-19 Pandemic and Its Impact on Homebound Nursing Students

“…Advances in consumer-level educational technologies are viewed as very promising for improving student learning experiences in Nursing and Medicine. The fusion of different technologies and methodologies may allow teachers to focus on the strengths of each, while mitigating the limitations that arise from independent use of only one mode [23,24]. However, the necessity of e-learning methods also implies limitations, for example, for older students, those living in rural areas, with work and family responsibilities, or with limited electronic resources [25].…”

Effectiveness of a Brief Teaching Scenario in a Phantom-Based Learning Model for Students to Achieve Ultrasound-Guided Vascular Access—a Prospective Study

“…In general, training must include image acquisition, image interpretation, real-time use of ultrasound and an experienced instructor in order to develop motor skills with the gain of a haptic feedback. Additionally, education should include a combination of didactic lectures with live videos or photos of real vascular access cannulation guided by ultrasound [17].…”

Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

“…An important element in sustaining student performance in gross anatomy in a compressed duration was the use of multimodal pedagogies to reiterate terminology and increase the depth of knowledge of body structure. The benefit of use of diverse methods of instruction has now been demonstrated in a wide variety of studies (Estai & Bunt, 2016; Hu, Wattchow, & de Fontgalland, 2018; Klement et al, 2017; Johnson et al, 2012; Moro, Smith, & Stromberga, 2019). In the present study, both “flipped” and conventional lectures presented the same anatomical structures repeatedly in photographs and diagrams, as well as radiographic (X‐ray), radiological (CT) and MRI images.…”