Technology in postgraduate medical education: a dynamic influence on learning?

Abstract

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education.

Social media use among young rheumatologists and basic scientists: results of an international survey by the Emerging EULAR Network (EMEUNET)

“…Widespread use of SM by healthcare professionals and trainees to facilitate communication has previously been reported,8 including its use in postgraduate education9 and within individual specialties 10. However, this has not been evaluated in the field of rheumatology.…”

“…Lack of knowledge on how to use SM was the most commonly reported reason for not using SM, highlighting the need to better understand the value of SM and an opportunity to educate potential users on how to positively use it to facilitate learning and interprofessional relationships 9. In light of these findings, EMEUNET launched a 10-day online training programme to facilitate a better understanding and use of Twitter for professional purposes.…”

Teaching Latin in Medical Schools: Methods, Traditions, Innovations

“…Despite the fact that Russia is one of the few places to offer Latin language as a separate subject, medical terminology is included in nearly all courses of study in medical schools around the world [10]. The courses are variously named and the number of credit hours differ, but learning the ordering, generation, and function of medical terms is included in German, Austrian, British, Czech, Polish, Finnish, Bulgarian, and U.S. systems, as well as others [11][12][13][14].…”

Impact of an iDevice application on student learning in an occupational therapy kinesiology course

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