By Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver
This evidence-packed consultant explores the starting to be value of recent applied sciences and positioned studying within the leading edge of clinical and well-being sciences schooling, sponsored via real-world medical purposes. Its twin emphasis on problem-based studying (PBL) and utilized studying is mirrored within the variety of writer views, from realizing how applied sciences interact beginners to implications for software layout. strategies coated diversity from wider and extra distinctive use of cellular units and digital scientific files to video circumstances and digital sufferers, in scientific contexts from relations perform to really good surgical procedure. while, chapters element either the mandatory for placing those structures into position and the software program had to lead them to available to learners.
Among the featured topics:
- Technology and workforce methods 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 health and wellbeing documents in scientific education.
- Measuring feelings in drugs: methodological and technological advances inside of actual clinical studying environments.
- The deteriorating sufferer cellphone app: in the direction of critical video game design.
Medical/health sciences educators and researchers in academic expertise will glance to Educational applied sciences in scientific and overall healthiness Sciences Education to pinpoint present and destiny tendencies in an ever-important field.
Read or Download Educational Technologies in Medical and Health Sciences Education PDF
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Additional resources for Educational Technologies in Medical and Health Sciences Education
In a few studies facilitating elaboration during PBL group sessions was the main focus. Lan, Sung, Tan, Lin, and Chang (2010) gave an example of how mobile devices were used to make notes and share them during face-to-face discussions. Mok, Whitehill, and Dodd (2008) argued that mind mapping and concept mapping techniques are suitable to support PBL. Indeed, mapping tools have been used, sometimes in combination with interactive whiteboards, to visualize concepts and explicitly structure group discussions.
Goal and Evaluation The reasons given to use e-learning with PBL groups differed across the included studies and they were not always clearly described. When e-learning was aimed explicitly at supporting or improving the PBL process, the following speciﬁc goals were mentioned often: enhancing authenticity (mostly in an online setting but also in a face-to-face setting), making PBL and/or learning more attractive (for example by adding competitive elements or a fun factor), increasing ﬂexibility or efﬁciency, enhancing speciﬁc learning skills (such as problem-solving, argumentation, cooperation, self-directed learning, reﬂection, or critical thinking), or offering automated scaffolding or tutoring.
Guiding the PBL process in explicitly structured interactions or steps Combination of tools, speciﬁcally developed/ composed for PBL Examples Alamro and Schoﬁeld (2012), Buus (2012), Lan, Tsai, Yang, and Hung (2012), Ng and Lai (2012), Tambouris et al. (2012), Varga-Atkins, Dangerﬁeld, and Brigden (2010), Zorko (2009) Anderson, Mitchell, and Osgood (2008), Andres and Akan (2010), Andres and Shipps (2010), Beadle and Santy (2008), Bozic and Williams (2011), Chagas, Faria, Mourato, Pereira, and Santos (2012), Chanlin, Chen, and Chan (2009), De Jong and Verstegen (2009), Hawkes (2006), Pack (2010), Rienties et al.