This document discusses educational trends in medical education, with a focus on collaborative technologies and pedagogical models. It notes that modern medical students are digital natives who learn best with technology integrated into their education. The document outlines trends in active and technology-enhanced learning in medicine, including blended learning models. It also discusses models for integrating technology into teaching, such as TPACK and SAMR, and provides examples of collaborative technologies used at one medical school, including Google Suite, Edmodo, and Padlet. Both opportunities and barriers to collaborative technology integration in medical education are reviewed. The conclusion emphasizes that collaborative technologies can and should be used more widely in Romanian medical education.

1. EDUCATIONAL TRENDS IN MEDICINE:
COLLABORATIVE TECHNOLOGIES AND
PEDAGOGICAL MODELS
Dana Crăciun
Teacher Training Department, West University of Timișoara, Romania
The 15th International Scientific Conference
eLearning and software for Education
Bucharest, April 11-12, 2019

2. Training medical teachers for…
2
traditional technology based
MEDUCATION
Telemedicine
VR or augmented
reality technologies
Cloud computing that to increase
accessibility to resources
Internet of Medical Things

3. Outline
1. Learning medicine in a technology- enhaced
environment
2. Acting like a digital medical teacher. The WUT medical
teacher training program
3. Opportunities and barriers for collaborative
technology integration.
4. Conclusions
3

4. 4
1. Learning medicine in a technology-
enhanced environment

5. Learning medicine.
Facts
 Modern technology and the Internet are
part of the daily medical landscape
 Medical students are digital natives –
specific learning characteristics
5
(1) GrewT- grew up with technology,
(2)ComfortM - comfortable with
multitasking,
(3)ReliantG - dependent on visuals for
communication,
(4)InstantGR - need instant gratification
and rewards [T. Teo, 2013]

6. Learning medicine.
New vision 2 complementary directions
medical education is contextual
• learning embedded within activity and culture
• Integrate formal knowledge and clinical
experience
• Revisiting science during the clinical clerkships
is a competence-based education
• involves standardized courses/tests
• practical modules
• improvement of knowledge through practice-
based learning and reflexive thinking
6

7. 1.Pedagogical trends and methods in medical
education
7
Active lectures • e-presentations
• audience responses
• Think-Pair-Share
• formative evaluation apps
Active small group • Case‐based discussion
• Hands‐on workshops
• Problem‐solving exercises
• Problem‐based learning (PBL)
Learning with technology • Blended learning model
(Flipped classroom) -
TED talks; MOOCs
• BYOD
Medicine 2.0 • combination of collaborative
web 2.0 and eHealth

8. 2. ICT integration models
Technology Pedagogy And Content Knowledge (TPCK/TPACK) model
proposed by Mishra and Koehler (2006)
8
theoretical framework of ICT integration
TPACKing (2016)
importance of the constructivist
perspective as a core component in the
ongoing development of teachers'
TPACK
Competence development within the
TPACK framework-
self-assessment

9. 2. ICT integration models
2. Substitution Augmentation Modification Redefinition (SAMR) Dr. Ruben
Puente
9
Knowledge
model
Extended
thinking
Strategic
Thinking
Skills and
Concepts
Recall and
reproduction
Bloom
Create
Evaluate
Analize
Apply
Understand
Remember

10. 2. ICT integration models
The Edtech Quintet model
10
http://hippasus.com/blog/
Activity
Domains
Description Tools Examples
Social Communication,
collaboration,
sharing
social media, file
sharing
Facebook, Wikipedia
Edmodo, MedEdCentral,
Slideshare
Mobility Anytime,
any-place learning
and creation
mobile apps, cloud
computing,
Edmodo, Google Suite,
Visualisation Making the abstract
concepts tangible
augmented reality,
mind mapping apps,
Coogle,
Storytelling Knowledge
integration and
transmission
storytelling: electronic
books, video editors,
video sharing websites
HEAL, YouTube
Gaming Feedback loops and
formative assessment
educational games,
game-based learning
such as quizzes and
role-playing games.
Mentimeter, Kahoot,
Quizzlet

11. 11
2. Acting like a digital medical teacher.
The WUT medical teacher training program

12. Collaborative applications and activities at
WUT (medical teachers)
12
Facebook
Steps (Bunz Model, 2017):
 identify pedagogy (desired result, skills,
activities);
 find the purpose (demonstrate knowledge;
develop skills; increase engagement, motivation,
or independence);
 identify the functionality, select and
evaluate application
 plan the ICT integration (flipped class, BL,
BOYD, to enhance an activity)

13. Collaborative applications and activities at
WUT (medical teachers)
Activity
proposed/
SAMR
Substitution Augmentation Modification Redefinition
Formative
assessment
(demonstrate
knowledge/
reflection)
Students take a
quiz using a
Google Form,
Mentimeter
www.mentimeter.
com
Create a digital
concept map
with Coggle
https://coggle.it/
Using Kahoot
https://kahoot.i
t/ and
Mentimeter for
gamify
assessment
Writing via online
applications
(Google sites e-
Portfolios)
Assignments are
shared and
commented by a
global audience
BLOOM
taxonomy
Remember,
Understand
Analyse, Create Remember,
Understand
Evaluate, Create
EduTech
Quintet
mobile social gaming storytelling
13

14. TPACK –survey (adapted Sahin 2011)
Subsets
2018
Moment for testing
dif. t
P sig
(2 tailed)
Effect
size
d
Pre-test
(n=27)
Post-test
(n=27)
m AS m AS
PK 3.38 .84 4.48 .52 1.1 6.642 .000 1.12
TPACK 3.65 .923 4.42 .638 0.77 4.69 .000 .85
Subsets
2019
PK 3.25 1.07 4.34 .54 1.09 4.534 .000 .87
TPACK 3.27 .95 4.38 .46 1.11 6.183 .000 1.19
14

15. TPACK dimension
Technological
Pedagogical and
Content
Knowledge
(TPACK)
Q1. Integrating appropriate instructional methods and
technologies into my content area
Q2. Selecting contemporary strategies and technologies
helping to teach my content effective
Q3. Teaching successfully by combining my content,
pedagogy, and technology knowledge
Q4. Taking a leadership role among my colleagues in
the integration of content, pedagogy, and technology
knowledge
Q5. Teaching a subject with different instructional
strategies and computer applications
15

16. Collaborative applications and activities at
WUT (medical teachers)
16
Padlet- Dental medicine
Slideshare-Pharmacy
Padlet (90% part): "Stimulates creativity
and teamwork"; "accessible from any device";
"useful in sharing materials specific to
medical activity"; "Easy to use and intuitive";
"Easy to find and transmit"; "Free, easy to
access"; "Can be used in formative evaluation
or project presentation";
Slideshare (60% part): "is easy to use
since most people are already familiar with
PowerPoint and so are able to generate
content relatively quickly“; "Free, easy to
access"; "Can be used for course content
sharing";

17. Collaborative applications and activities at
WUT (medical teachers)
17
Mentimeter –
cardiology
Coggle- gynecology
Coggle (80% part): "real-time
collaboration"; "various chart patterns";
"the ability to upload multimedia
materials"; "helps logical learning of the
taught subject"; "stimulates thinking and
creativity"; "an effective way to recap the
information";
Mentimeter (90% part): "It is a good
feedback system; a handy, efficient and
effective evaluation system."; "very easy to use
and with the right questions can help
transform evaluation into a fun game even at
university level"; "is an easy way to find
answers quickly"; "adds dynamics to practical
work";

18. Collaborative applications and activities at
WUT (medical teachers)
18
Edmodo
Google Sites
Google Suite (100% part): "improves
how people work and collaborate to be
more productive"; "facilitates the exchange
of information"; "easy to use for students";
"Google slides is a time-saving application,
especially for med school teachers who
need to make a slide presentation"
Edmodo (100% part): "simple, intuitive,
free and accessible"; "the platform allowed me
to share information and facilitated the
teaching-learning process"; "easy to use for the
medical student".

19. 19
3. Opportunities and barriers for
collaborative technology integration in
medical education

20. Opportunities
• context-based organization of resources
and activities;
• access to alternative / different sources
of information;
• new online learning experiences;
• collaboration and communication
between educators and learners;
• support problem-based learning and
situation-based learning;
• enables a novel approach to assessment.
20

21. Barriers
• the volatility of WWW and the
quality of online sources;
• lack of time and difficulties with
ICT access;
• low level of confidence using web
2.0 tools;
• infrastructure issues
• lack of administrative and
technical support
21

22. The technological advances in the field of medicine
• have changed the way in which medical disciplines are taught and
learned,
• have led to the development of new technology-based learning models,
• to the development of technology-based methods specific to medical
education.
Following the feedback received, we believe that collaborative
applications in and ICT in general, should/ and can be used on a large
scale in the Romanian medical education.
22
4. Conclusions

23. 1) Teo, T. (2013). An initial development and validation of a Digital Natives Assessment Scale (DNAS).
Computers & Education, 67, 51–57.
2) Mishra, P. Koehler, M., 2006. Technological pedagogical content knowledge: A framework for teacher
knowledge. In Teachers college record. 108(6) Page1017
3) Puentedura, R. R., 2009. As we may teach: Educational technology, from theory into practice.
Retrieved from http://tinyurl.com/aswemayteach
4) Badyal, D. K., & Singh, T. (2017). Learning Theories: The Basics to Learn in Medical
Education. International journal of applied & basic medical research, 7
5) Dennick, R. (2016). Constructivism: reflections on twenty five years teaching the constructivist
approach in medical education. International Journal of Medical Education, 7, 200-205.
6) De Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature:
how TPCK is defined and implemented in initial teacher education. Italian Journal of Educational
Technology.
7) M.W. Olofson, M.J.C. Swallow, and M.D. Neumann, “TPACKing: A constructivist framing of TPACK to
analyze teachers’ construction of knowledge,”Computers & Education, vol. 95, pp. 188-201, 2016
8) Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK).
The Turkish Online Journal of Educational Technology, 10(1), 97105.
23
5. References (selected)

24. Dana Crăciun
craciun.dana@e-uvt.ro
24