Preparing for the Changing Role of Instructional Technologies in Medical Education

Abstract

As part of an international faculty development conference in February 2010, a working group of medical educators and physicians discussed the changing role of instructional technologies and made recommendations for supporting faculty in using these technologies in medical education. The resulting discussion highlighted ways technology is transforming the entire process of medical education and identified several converging trends that have implications for how medical educators might prepare for the next decade. These trends include the explosion of new information; all information, including both health knowledge and medical records, becoming digital; a new generation of learners; the emergence of new instructional technologies; and the accelerating rate of change, especially related to technology. The working group developed five recommendations that academic health leaders and policy makers may use as a starting point for dealing with the instructional technology challenges facing medical education over the next decade. These recommendations are (1) using technology to provide/support experiences for learners that are not otherwise possible-not as a replacement for, but as a supplement to, face-to-face experiences, (2) focusing on fundamental principles of teaching and learning rather than learning specific technologies in isolation, (3) allocating a variety of resources to support the appropriate use of instructional technologies, (4) supporting faculty members as they adopt new technologies, and (5) providing funding and leadership to enhance electronic infrastructure to facilitate sharing of resources and instructional ideas.

Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

“…Los talleres son las actividades más populares por su flexibilidad y capacidad de promover aprendizaje activo 24,25 . Las jornadas de capacitación deben promover actividades descentralizadas 26 , mentoría 4 o acompañamiento por pares 27 , aprendizaje auto-dirigido y a distancia 1 . Si bien, las jornadas de capacitación deben considerar temas prioritarios para todos los JPEM, se deben incluir oportunidades de capacitación para JPEM con necesidades particulares, como por ejemplo, el acompañamiento de jefes de programas que serán sometidos al proceso de acreditación en el futuro cercano 24 .…”

“…han tenido un gran desarrollo en los últi-mos años, con el advenimiento de nuevas tecnologías y la necesidad de mayor conocimiento y entrenamiento en el manejo específico de enfermedades complejas 1 . El desarrollo de estos programas se basa en la capacidad de transmisión de conocimientos, destrezas y actitudes de parte de especialistas altamente calificados en el manejo de pacientes, pero que por lo general, no tienen una formación profesional en los aspectos relacionados con la docencia 2 .…”

Integrating the educational technology expert in medical education: A role-based competency framework

“…Not realizing these underlying roles, the medical educator struggles and projects tend to go unfinished or take longer than time permits (Bates, 2000;Care, 2001). Collaborating early on projects with the educational technologist can abate frustration and lead to greater technological integration and success, as evidenced by Robin et al (2011).…”

“…As a strategy to access rather than possess these content-related competencies, Robin, McNeil, Cook, Agarwal, and Singhal (2011) In parallel developments, Verma et al (2009) applied a competency model based on CanMEDS to the regulated and unregulated professions of medical radiation technology, social work, pharmacy, and psychology, and argue for a "cultural shift from discipline-based silos to a common language for ascertaining the skills, knowledge, and attitudes needed to function in interprofessional teams. "…”

How Do Medical Students Prepare for Flipped Classrooms?

“…Initial descriptions of flipped classrooms describe how students are provided with web lectures, either newly recorded videos by the teacher or recommended lectures from the internet, to learn new principles in their own time [14]. However, students have access not only to web lectures but often also to textbooks (online) and/or e-learning modules to facilitate preclass preparation [1,5,6,14,20]. A variety of study materials has been considered to serve students personal learning preferences [6,8,21].…”