Global Access to Technology-Enhanced Medical Education During the COVID-19 Pandemic: The Role of Students in Narrowing the Gap

Proposing a Framework Guide for the Integration of Educational Technologies and Innovations into the Teaching of Anatomy and Medical Sciences: The ASIC Framework

“…Various types of technologies and innovations have been used to teach Anatomy and Basic Medical Sciences, especially in recent times. [1][2][3] These had included hardware technologies [eg, the Anatomage Table, the Anatomy Magic Mirror], software [eg, Zygote and the Complete 3D Anatomy software], 4 virtual realities, 5 Simulations, 6 augmented reality facilities [eg, high fidelity mannequin] 7,8 as well as the use of customised 3D printed materials. 9,10 These innovations are accompanied by variations in approaches to delivering and facilitating medical education.…”

Medical educators’ reflection on how technology sustained medical education in the most critical times and the lessons learnt: Insights from an African medical school

“…In such instances, technology would be quite helpful to maintain high-quality medical education without raising the cost of delivery enormously. 15 …”

Teaching medical education during the era of COVID-19 pandemic: challenges and probable solutions.

“…The challenges are more severe for low-income and middle-income countries due to inadequate infrastructure including unstable bandwidth causing the low quality of audio and video outputs and slow download speed, frequent electrical power failures, and a lack of resources and support for this online platform teaching. 22 There are also reports of lack of student engagement due to attention deficit, multitasking during attending sessions, poor audio and video quality, internet issues, etc., and it is also difficult to conduct a secure and valid online assessment. 8 For the transformation to online teaching-learning, Reyna (2020) 23 has provided few guidelines for the faculties.…”