By Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver
This evidence-packed advisor explores the starting to be significance of latest applied sciences and positioned studying within the leading edge of clinical and healthiness sciences schooling, sponsored by way of real-world scientific functions. Its twin emphasis on problem-based studying (PBL) and utilized studying is mirrored within the diversity of writer views, from figuring out how applied sciences have interaction inexperienced persons to implications for application layout. ideas lined variety from wider and extra distinct use of cellular units and digital clinical documents to video circumstances and digital sufferers, in scientific contexts from relatives perform to really expert surgical procedure. even as, chapters aspect either the mandatory for placing those platforms into position and the software program had to lead them to obtainable to learners.
Among the featured topics:
- Technology and workforce techniques in PBL: An ethnographic study.
- What is genuine? utilizing problem-based studying in digital worlds.
- Are Wikipedia articles trustworthy studying assets in PBL curricula?
- Utilizing cellular digital well-being files in scientific education.
- Measuring feelings in medication: methodological and technological advances inside of real clinical studying environments.
- The deteriorating sufferer telephone app: in the direction of severe online game design.
Medical/health sciences educators and researchers in academic expertise will glance to Educational applied sciences in clinical and future health Sciences Education to pinpoint present and destiny developments in an ever-important field.
Read Online or Download Educational Technologies in Medical and Health Sciences Education PDF
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Additional info for Educational Technologies in Medical and Health Sciences Education
F. W. (2001). Solving problems with group work in problem-based learning: Hold on to the philosophy. Medical Education, 35(9), 884–889. x. , & de Jong, N. (2010). E-learning in problem-based learning. In H. van Berkel, A. Scherpbier, H. Hillen, & C. ), Lessons from problem-based Learning (pp. 117–128). Oxford, UK: Oxford University Press. L. Verstegen et al. Edwards, S. (2005). Higher education in the twenty-ﬁrst century: Examining the interface between graduate attributes, online and problem-based learning at Monash University.
2012). It is a challenge for instructional designers, teachers, and researchers to start thinking about e-learning to support PBL at the curriculum level, to employ different forms of e-learning at different moments in time in order to provide extra scaffolds for PBL group meetings and self-study early on and to help students gradually develop self-directed learning skills up to a level where they can function in PBL groups with less tutor support. A number of papers used e-learning to be able to collect data for educational research.
Although one would, in general, expect this to improve the discussion, Rienties found that this is not always the case and that it is much inﬂuenced by student characteristics, such as autonomy and motivation. The structured design triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners. 3 Other Functions of e-Learning in PBL Groups Studies focusing exclusively on supporting only one of the PBL processes were relatively rare.