Use of instructional technologies for medical education

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Introduction

Medical education is a continuous process Reaches from undergraduate study of anatomy to a call with a specialist when facing a difficult case. Needs are multiple Problem with medical education: change in medical practice (shorter stays in hospital, more acutely ill patients and limited instructors time) make teaching and learning more difficult. Advanced simulation technology can help address this problem(Issenberg 2001). Another difficulty is lack of scientific founded and sound comparative studies on educational develoments in medicine > no serious meta study about pbl application could be done for example.

Each medical specialty looks only at its own litterature and seldom at other research (eg anaethesiologists look at anaesthesiology litterature etc...), not to speak of research other than in medical education (business industry, aviation and military) about which there is little awareness of the substantive and methodological breadth and depth of educational science in this field (Issenber 2005). 

Text

Repositories, just-in time learning, latest research findings (Choules) Link to some repositories

Multimedia presentations

Multimedia presentations of a patient or a case ("virtual patient", Choules)

eLearning

Interactive "virtual patients", simulation of a clinical case (Choules)

Simulation and Virtual Reality

Simulation in medical education reaches from role playing to physical body simulators (dummies) . (Issenberg 2001) Computers and instructional technologies allow to develop them further (example Harvey)(Issenberg 2001)and combine them with Multimedia computer systems including computer and video graphics, sound, real-time digitized videos and sounds (example UMedic)

Synchronous and asynchronous communication

Training in web conferences, specialists advice just in time by phone, chat rooms (written synchronous communication while taking an elearning course), forums (Choules)

Formative assessment, evaluation

e-portfolios for formative assessment MCQ, virtual patients for summative assessment. One difficulty in medicine are the multiple correct scenario(Choules)

References

Choules, A.P., 2007, The use of elearning in medical education: a review of the current situation.

Issenberg B.S.,Gordon M.S., 2001, Simulation and new learning technologies.

Issenberg B.S., 2005, Features and uses of high-fidelita medical simulations that lead to effective learning: a BEME systematic review.

Petrusa E.R:, Issenberg B.S., 1999, Implementation of a four-year multimedia computer curriculum in cardiology at six medical schools.

Satava, R.M., 1999, Emerging technologies for surgery in the 21st century.