Redistributing the teacher : an analysis of technology enabled teaching in medical education (original) (raw)
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Actor-network theory and ethnography: Sociomaterial approaches to researching medical education
Perspectives on Medical Education
Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checklists, internet connections, classrooms, lights, chairs and an endless array of others. We propose that sociomaterial approaches to ethnography can help us explore taken for granted, or under-theorized, elements of a situation under study, thereby enabling us to think differently. In this article, we describe ideas informing Actor-Network Theory approaches, and how these ideas translate into how ethnographic research is designed and conducted. We investigate epistemological (what we can know, and how) positioning of the researcher in an actor-network theory informed ethnography, and describe how we tailor ethnographic methods-document and artefact analysis; observation; and interviews-to align with a sociomaterial worldview. Untangling sociomaterial scenarios can offer a novel perspective on myriad contemporary medical education issues. These issues include examining how novel tools (e.g. accreditation standards, assessment tools, mannequins, videoconferencing technologies) and spaces (e.g. simulation suites, videoconferenced lecture theatres) used in medical education impact how teaching and learning actually happen in these settings.
Studies in Higher Education
This article is derived from a three-year ethnography of distributed medical education at one Canadian University across two Canadian provinces. It explores the ways in which students and staff work inside the technologically rich teaching environments within which the curriculum is delivered. Drawing on data constructed through observations, interviews and photographs, the article seeks to explain how the key concept of comparability of provision is accomplished. The article concludes that the education received at both campuses is comparable. However, simply to attribute this comparability to the technology itself is to ignore the central role that is played by the staffacademic, administrative and audiovisual. The article concludes by arguing that, notwithstanding the fact that people will always respond to technologies in unanticipated ways, the curriculum within which they are enfolded is sufficiently robust to accommodate such practices whilst at the same time maintaining the quality of the provision.
Educational Trends in Medicine: Collaborative Technologies and Pedagogical Models
2019
At present, most medical students belong to a generation raised with unlimited access to modern information and communication technologies, also named by researchers the Net-generation, Millennials, Y-generation or YouTube Generation. Collaborative internet-based applications are part of their day-to-day lives, dramatically changing how they communicate, interact or access information. This has led to a great change in how these future doctors interact with their educators, or with the learning resources and the entire medical knowledge available, resulting in a globalization of medical education and a transformation of the medical curriculum mainly due to the available e-learning solutions. In this context, medical education means not only teaching content knowledge and training specialised medical competencies, but also the diversification of teaching-learning methods and improving their efficiency through ICT, the understanding of new types of medic-patient relationships wherein ...
New technology imperatives in medical education
Journal of Veterinary Medical Education, 2003
A great deal of effort has been expended on trying to determine whether traditional instruction, online learning, or some combination of the two is of greater educational effectiveness. 1, 2 This may be the wrong question. Rather than determining whether one delivery mechanism is superior to another, it is more important to choose the best method(s) of delivery to achieve specific educational objectives, taking into consideration the different learning styles and circumstances of the target audience. Although appropriate use of technology offers potential for improved learning, there are other compelling reasons to use technology in medical education, such as reaching a different audience or accessing unique expertise that would otherwise be unavailable. This article explores the ramifications of three important drivers of technology adoption for medical education: (1) public access to medical knowledge on the Internet; (2) change in what constitutes medical knowledge; and (3) the impending shortage of educators. Some approaches are proposed, including veterinary examples, to the challenges presented by these changes.
Medical education and the epidemics How educational technology responded
AFRICAN JOURNAL OF REPRODUCTIVE HEALTH, 2024
The global disruption created by the Coronavirus Disease 2019 (COVID-19) pandemic in medical education and healthcare institutions is unparalleled. Consequently, it is essential to evaluate the usability of forms of educational technology and to identify their viability and suitability for medical education. The objective of the investigation was to present an assessment of the state of medical education during the COVID-19 epidemic and to identify the obstacles faced by educators while introducing online learning systems for medical students. Two cross-sectional surveys were conducted with 200 medical students and 75 staff members from Saudi Arabia's University of Health. A descriptive method was used to focus on the mechanisms of analysis, foresight, and comprehension of reality. The most significant findings were the obstacles posed by instructors' most urgent requirements for educational technology training and its applications in order to activate distance education in medical education. In addition to a detailed description of the academic and technological concerns and obstacles encountered by students and faculty of health colleges during the pandemic, this report includes a discussion of the pandemic itself. Several prospective recommendations for the use of online and blended learning in health colleges post-pandemic were also made. Additionally, the requirement to activate learning via virtual professional learning groups.
Instructional Science, 2012
Medical education has pioneered educational innovation in higher education as exemplified by the problem-based learning (PBL) movement. A multitude of reviews and meta-analyses indicate that the PBL movement has been successful in many ways. Innovations in medical education, however, are not limited to curricular reform and interactive arrangements between teacher and peers. Increasingly, computers and other digital media are transforming the delivery of certain types of instruction. Technical innovations are being introduced to convey different types of procedural and visual-perceptual skills. For example, different types of simulators are adopted to visualise or train the basics of surgical skills, resuscitation skills, and palpation skills. Even in fields that have a long tradition of relying on high-quality case-based visual materials, such as radiology and pathology, new digital tools such as digital repositories of radiology materials and webbased microscopy offer significant advantages for different forms of case-based learning that involve long-term access to materials, optimisation of presentation, and systematisation of the learning environment. It is argued that the research in these fields would benefit from a shift from media-comparative and evaluative research to more basic research concerned with the mechanisms of learning within a given medium, incorporating both process and product measures. We start this special issue by providing a brief overview of the literature and the articles documenting and analysing learning processes in such settings.
Advances in technology make it possible to supplement in-person teaching activities with digital learning, use electronic records in patient care, and communicate through social media. This relatively new "digital learning environment" has changed how medical trainees learn, participate in patient care, are assessed, and provide feedback. Communication has changed with the use of digital health records, the evolution of interdisciplinary and interprofessional communication, and the emergence of social media. Learning has evolved with the proliferation of online tools such as apps, blogs, podcasts, and wikis, and the formation of virtual communities. Assessment of learners has progressed due to the increasing amounts of data being collected and analyzed. Digital technologies have also enhanced learning in resource-poor environments by making resources and expertise more accessible. While digital technology offers benefits to learners, the teachers, and health care systems, there are concerns regarding the ownership, privacy, safety, and management of patient and learner data. We highlight selected themes in the domains of digital communication, digital learning resources, and digital assessment and close by providing practical recommendations for the integration of digital technology into education, with the aim of maximizing its benefits while reducing risks.
Exploring the digital divide between medical students and medical teachers
Health Professions Educator Journal, 2019
Background: People from different generations approach learning in varied ways. The medical students of today belong to Generation Z whereas the medical teachers belong to Generation X and the Baby Boomers generation. This can result in inefficient knowledge sharing. This study aims to delve into one aspect of this i.e. to compare the familiarity and use of Web 2.0 technologies in the aforementioned groups. Method Instruments from other similar studies were used to develop a paper-based quantitative questionnaire administered to 128 students and 63 teachers at Foundation University Medical College, Rawalpindi. The data was analyzed via SPSS. Results A digital divide was found to exist between medical students and teachers. Both the groups were found reasonably well exposed to Web 2.0 technologies. However, the teachers use these tools for educational purposes more often as compared to the students. Conclusion Web 2.0 technologies have the potential to revolutionize medical education...