Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgements
- Contributors
- Glossary
- Introduction
- Part 1 The basics
- Part 2 Web 2.0 and the implications for health information
- 3 Emerging technologies in health, medical and nursing education
- 4 Supporting learners via Web 2.0
- 5 Supporting research
- 6 Crowdsourcing: the identification of content suitable for the developing world
- 7 Supporting patient needs: an overview of the potential role of Web 2.0 in patient and consumer information
- 8 Some ethical and legal considerations in the use of Web 2.0
- Part 3 Web applications in health information provision: some practical examples
- Part 4 The future
- Index
3 - Emerging technologies in health, medical and nursing education
from Part 2 - Web 2.0 and the implications for health information
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Preface
- Acknowledgements
- Contributors
- Glossary
- Introduction
- Part 1 The basics
- Part 2 Web 2.0 and the implications for health information
- 3 Emerging technologies in health, medical and nursing education
- 4 Supporting learners via Web 2.0
- 5 Supporting research
- 6 Crowdsourcing: the identification of content suitable for the developing world
- 7 Supporting patient needs: an overview of the potential role of Web 2.0 in patient and consumer information
- 8 Some ethical and legal considerations in the use of Web 2.0
- Part 3 Web applications in health information provision: some practical examples
- Part 4 The future
- Index
Summary
Introduction
Appropriate use of online technologies in healthcare education can reduce costs, maximize utility of scarce resources, as well as extend temporal and geographic access to educational content. Those factors alone would serve as valid justification for exploring their use; however, there is more. Online social environments can provide access to educational experiences that are not possible or ethical in face-to-face environments, can extend access to patient communities, and can actually provide new and enriched therapeutic and support environments for both education and clinical practice. Being aware of new and emerging uses of technology in healthcare and having the practical skills to stay current in these areas are no longer optional or a nicety. Rather, they are essential for clinicians of the future, who will require this knowledge in order to remain functional in evolving clinical practice and to communicate efficiently and credibly with certain patient populations.
The use of emerging technologies in healthcare education has particular relevance in addressing the recent Carnegie Report observation that ‘learners have inadequate opportunities to work with patients over time and to observe the course of illness and recovery; students and residents often poorly understand non-clinical physician roles’ (Cooke, Irby and O'Brien, 2010). Simulations, virtual reality and virtual worlds are particularly valuable in addressing the latter, while social technologies and mobile applications are especially well suited for the former. Gaming and serious games can be applied in both of these environments as well as many others, depending on the design and intent of the program. In this chapter, several major online educational technologies will be reviewed for their application to healthcare education, with specific examples provided to illustrate their use.
Emerging technologies in education
Instead, by apprenticeship we mean a range of integrative learning required for any professional that includes (1) instantiating, articulating, and making visible and accessible key aspects of competent and expert performance; (2) giving learners a chance for supervised practice; (3) coaching in the supervised practice to help students understand, reflect on, and articulate their practice, particularly the nature of particular clinical situations; (4) helping novice students recognize the priorities and demands embedded in particular clinical situations so that they gain a sense of salience, that is, what must be attended to and addressed in relation to the significance and urgency in the particular clinical situation; and (5) reflection on practice to help the student develop a self-improving practice.
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- Chapter
- Information
- Using Web 2.0 for Health Information , pp. 29 - 52Publisher: FacetPrint publication year: 2011