Innovative Technologies for Medical Education

Abstract

This chapter aims to assess the current practices of anatomy education technology and provides future directions for medical education. It begins by presenting a historical synopsis of the current paradigms for anatomy learning followed by listing their limitations. Then, it focuses on several innovative educational technologies, which have been introduced over the past years to enhance the learning. These include E-learning, mobile apps, and mixed reality. The chapter concludes by highlighting future directions and addressing the barriers to fully integrating the technologies in the medical curriculum. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise.

Innovative technologies of vocational guidance work in higher medical educational institutions (Ukrainian and foreign experience)

“…Medical institutions of higher education have successfully used elements of computer-based education in the absence of opportunities to present the necessary material as performed by a preceptor (Fallavollita, 2017). E-learning is relevant both for applicants who are offered a new model of education and for students who can evaluate the effectiveness of this format in real time.…”

Clinical Curriculum Revolution to Integrity and “Attunity”

“…Pandemic covid-19 has invaded the earth and has made forcibly its own characteristic troublesome era [1]. Technology has disseminated and has profoundly integrated in the whole life; social, educational, political, societal, and professional/clinical life with its positive and negative impacts [2,3]. Moreover, there are other deeply forked challenges into medical education practice, likewise the challenge of practicing clinical education being a secondary mission by many clinicians after their primary clinical profession, the challenge of commercialization of many health institutions, the challenge of narcissism overwhelming phenomenon in clinical skills education regardless ethics regard, the challenge of marketing which has been exploded and has devitalized emotional intelligence, ethical values and humane morals in medical field communication and the challenge of multitude of variable curricula types, thoughts, models, and aspects that have to be merged to achieve overarching holistic safe and successful medical practice [4,5].…”