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Trends and approaches in medical education in the digital age


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The use of technology has become ubiquitous in medical education.  Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered.  This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.

Published in: Education, Technology
  • @MoiraMaley I'm sure the publishers will still play a large role, however it is also becoming easier for medical educators and student's to create and share their own high quality learning resources. I guess a key question will be how much commerical interests begin to control higher education as a whole.
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  • One extrapolation of digital, networked and open in medical education is a world where good teachers share their teaching and are rewarded not only for good teaching but for sharing it.
    At the moment publishers are the both the gatekeepers and custodians of quality ... in the new world how then do these current vested commercial interests make their profit?
    I can't believe they won't still be players.
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Trends and approaches in medical education in the digital age

  1. 1. Trends & Approaches toMedical Education in the Digital AgeNatalie LaffertyGalway Area Medical Educators Session – 7 March 2013
  2. 2.
  3. 3. give all medical students an iPad
  4. 4. Virtual learning environments (VLE)
  5. 5. Students want face to face teaching
  6. 6. Clinical SkillsLecturesWard basedteachingSmall groupteaching DissectionTutorialsWorkshopsPBLeLearningIntegratingeLearning
  7. 7. Delivering teaching & learning - VLE
  8. 8. VLE primarily just supportingtransmission of information?
  9. 9. The Challenge:Facilitate active learning
  10. 10. Virtual patients and cases with feedback
  11. 11. Induction modules
  12. 12. Peer assessment question bank
  13. 13. The VLE - a walled garden
  14. 14. Outside the garden wallis a „virtual‟ medical school
  15. 15. Learning …Any time, any place, any where …
  16. 16. No longer restricted to libraries & formal learning
  17. 17. You Tube
  18. 18. Vimeo
  19. 19. iTunes U
  20. 20. Repositories• HEAL• Meded Portal• Xpert
  21. 21. MOOCsMassive Open Online Courses
  22. 22. Beyond the VLE is alsoa global learning network
  23. 23. Text connecting with otherstudents & doctors
  24. 24. “Using Web 2.0 technologies leads to a new sense ofcommunities of interest and networks and also a clearnotion of boundaries in web space - for examplepersonal space, group space and publishing space.”JISC 2009
  25. 25. Web 2.0 tools for social learning
  26. 26.
  27. 27. Learning networks
  28. 28. BlogsReflection/PortfolioReviews of researchNews & viewsFormativeassessmentJust-in-time learningTeaching – guide onthe sidePatient experiencesSupportingcommunitiesAudience Engagement - Comments
  29. 29.
  30. 30. “I simply blog as a way to keep trackof the new developments in medicinethat are relevant to my practice andpatients. The blog is a digitalnotebook and an archive accessiblefrom any place and device with aninternet connection.”Dr Ves - Cases blog
  31. 31. Signposts to learning“Guide on the side”
  32. 32. Social learning
  33. 33. To support learning?
  34. 34.
  35. 35. Free Open Access Meducation#FOAMed
  36. 36. #FOAMed Community
  37. 37. #FOAMed Ireland
  38. 38. gmep.orgGlobal Medical Education Project
  39. 39. 52But …I‟m not a computerI‟m a technophobe!!!
  40. 40. Teachers are not necessarilyconfident in using technology oraware of how to use it to enhanceteaching and learning … they havestaff development needsSandars & Schroter 2007;JISC 2009;Morris & McKimm 2009
  41. 41. Students have high engagementwith sites such as Facebook &YouTube but less understandingof, and engagement with other toolsthat can support their learning …They also have training needsSandars & Schroter 2007;JISC 2009;Chu et al 2010
  42. 42. 55JISC 2009 …Students should play a role in working withteachers to develop teaching and learningdelivery by working in partnership with them.
  43. 43. (Siemens 2005; Sandars 2009)
  44. 44. Eight Domains of Good Professional Practice
  45. 45. UK GMC - Tomorrow’s DoctorsOutcome 1•The doctor as scholar and scientistOutcome 2•The doctor as practitionerOutcome 3•The doctor as professionalTomorrow’s Teachers
  46. 46. The doctor as a professionalThe graduate will be able to behave according toethical and legal principles.• Students need to be made aware of issuessurrounding the professional use of socialmedia and technology
  47. 47. The doctor as a professionalReflect, learn and teach others(a) Acquire, assess, apply and integrate newknowledge, learn to adapt to changingcircumstances and ensure that patients receivethe highest level of professional care.
  48. 48. The doctor as a professionalReflect, learn and teach others(b) Establish the foundations for lifelong learningand continuing professionaldevelopment, including a professionaldevelopment portfolio containingreflections, achievements and learning needs.
  49. 49. The doctor as a professionalReflect, learn and teach others(f) Function effectively as a mentor and teacherincluding contributing to theappraisal, assessment and review ofcolleagues, giving effective feedback, and takingadvantage of opportunities to develop theseskills.
  50. 50. iBooks
  51. 51. “Issues of professionalism, responsibility for content,interprofessional working and effective collaborationhave all come to the fore for the group. Overall, wefirmly believe that developing student-lede-learning and online professionalism can provide anavenue through which young professionals candevelop lifelong learning skills, experiencecontinuing professional development and learn andwork in a professional community.”Students’ reflections
  52. 52.• A community of interest and learningpractice is emerging• Teaching staff becoming more confidentin using technology to support theirteaching• Sharing best practice• Increasing student engagement
  53. 53.’t lose focus …Don’t be dazzled by the technology
  54. 54. Start with how you want to teach …Not with technologyOne size doesn’t fit all
  55. 55. a teaching & learning toolkit
  56. 56. -Use what’s best for you
  57. 57. connected …Learning now in our hands
  58. 58. your toe in the water ...Explore and learn together
  59. 59. Natalie LaffertySchool of Medicine, University of DundeeEmail: Twitter: @nlaffertyQuestions