“Technology Proficiency” in Medical Education: Worthiness for Worldwide Wonderful Competency and Sophistication

Abstract

Purpose Advances in bioinformatics, information technology, advanced computing, imaging techniques are changing fundamentally the way physicians define, diagnose, treat, and prevent disease. New disciplines – Artificial Intelligence, Machine Learning, Computational Biology – are improving healthcare. Digital health solutions have immense scope. Education and practice need to keep pace. Methods We aimed at assessment of “Technology proficiency” required by medical graduates and its implementation, if found useful. All this in a conceptual framework of “TP” model, having categories (a) proper assessment (b) pertinent treatment (c) progress monitoring (d) prevention applications (e) professional standards. A search of the literature was performed using MedLine & Cochrane Central Register of Controlled Trials databases, for systematic reviews and meta-analysis articles published in the last five years using keyword “technology”. Analysis of those relevant to the role all medical graduates should play. An analysis of worldwide statutory medical institutions guidelines. Results Twenty-three systematic studies and meta-analysis were studied. Eighteen show clear evidence for ‘Technology proficiency”, while 5 recommend further studies. The findings are discussed suiting the roles of doctors in the “TP” model. Medical institutions guidelines worldwide diligence suggests need of including “Technology proficiency” as a definite and distinct strategic plan. Medical Council of India mandates “use information technology for appropriate patient care and continued learning”. General Medical Council, UK and Medical Council India have been proactive in technology training. GMC recommends technology use for learning, prescribing, communication, and interpersonal skills. It should be expanding technology proficiency in practice as an essential professional capability. Conclusion “Technology proficiency” is found pertinently fruitful. It should be included as a definitive requirement and a distinct strategic plan worldwide. Modern curriculum development is proposed (i) Educational goals and objectives as the proposed Conceptual framework “Technology proficiency” model (ii) Instructional strategies ‘Five Bs’ (iii) Implementation ‘Five Ms’.

Gross Anatomy Teaching for Medical Undergraduates Through Computer-Based Simulation: Introduction and Evaluation of Effectiveness

“…Anatomy teaching should prepare students for clinical practice, by providing them with a 3D perspective of anatomical structures, using the whole armamentarium of tools provided by modern technology along with the irreplaceable cadaveric teaching. Although simulation in medicine has been in vogue since the ninth century when Madame du Coudray used mannequin pelvis and babies to train midwives for childbirth, its use became more rampant with the introduction of versatile human simulators by the late 1990s and early 2000s [ 8 ]. Simulation has been used in training for departments of Anesthesia, Pharmacology, Physiology, Surgery and Pediatrics to name a few [ 9 ] for quite some time, but their use in anatomy to replace cadaveric dissection has been quite debatable for quite some years now.…”

‘Prediabetes’ as a practical distinctive window for workable fruitful wonders: Prevention and progression alert as advanced professionalism

“…In a recent Systematic Review, the benefits of using new information and communications technologies for improving health and preventing obesity were highlighted, with improvements in knowledge for nutrition habits and promotion of physical activity[ 18 ]. Therefore, doctors should be educated to be proficient in new technology use[ 19 ].…”