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At least 217 records · Page 12Linked to original sources
PubMed1977

Student evaluation of instruction: a challenge to medical technology educators.

Through ever increasing political and economic pressures, accountability is in the foreground of higher education today. Demands are increasing for formal evaluation of instructor effectiveness in classrooms and laboratories. The general concept of teacher evaluation by students is discussed and a form which can be used for evaluation is presented.

Humans↗
PubMed2003

An educational panopticon? New technology, nurse education and surveillance.

This papers raises concerns about the use of new technology in nurse education. It is possible that new forms of computer-based learning and teaching carry with them the possibility of new kinds of 'panoptic' surveillance and control of students. We discuss how this is possible, and set this development within a wider social context. These forms of panoptic surveillance are, we believe, inimical to the underlying values and philosophy of nurse education. New technology does not necessarily have to be used in this way, and can be part of a liberating pedagogy. We would not propose that surveillance of students should never be used, but rather that its use should be considered and debated.

Diffusion of Innovation↗
PubMedDate not supplied

How nurses react to and cope with the uncertainty of unfamiliar technology: validation for continuing education.

Technological developments in healthcare continue, and nurses working in acute health care settings are assailed with new techniques. The focus of this qualitative study is methods nurses employ to stay current with new technological procedures. This article features nurses' verbatim responses regarding their use of technology and the facilitative role of continuing education.

Adaptation, Psychological↗
PubMed1993

Technology assessment and biomedical engineering education.

Technology assessment is research that is intended to help decisionmakers deal with the development, acquisition and utilisation of healthcare technologies. Healthcare professionals now recognise the need for assessment information in decisionmaking. Among these professionals are biomedical and clinical engineers who need to manage technology assessment activities and use assessment information appropriately. It is imperative therefore that proper educational programmes be developed to prepare engineers for a broader role in healthcare. The paper elaborates on aspects of technology assessment and the need for training of engineers in specific concepts and principles.

Biomedical Engineering↗
PubMed2000

Interactive multimedia preventive alcohol education: a technology application in higher education.

This article summarizes the process of implementation and short-term impact on knowledge and attitudes of an interactive multimedia software program on preventive alcohol education for young adults. The three factors related to behavioral change addressed in the software are self-efficacy in maintaining personal control and safety while using alcohol, attitudes and related expectations regarding the physiological and behavioral consequences of alcohol consumption, and peer norms regarding alcohol consumption. As compared to alternative alcohol education and a no-alcohol education groups, students using the interactive computer lesson reported learning more about dose-response and ways to intervene with friends in peril. The article concludes with consideration of the import of this technology for informing students about the consequences of alcohol use, and the utility to higher education institutions of using this technology in an era when pressures increase for due diligence around student safety but with few additional institutional resources.

Adaptation, Psychological↗
PubMedDate not supplied

APA Summit on Medical Student Education Task Force on Informatics and Technology: learning about computers and applying computer technology to education and practice.

OBJECTIVE: This article provides a brief overview of important issues for educators regarding medical education and technology. METHODS: The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry. RESULTS: Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching. CONCLUSION: Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.

Computer User Training↗
PubMedDate not supplied

APA summit on medical student education task force on informatics and technology: steps to enhance the use of technology in education through faculty development, funding and change management.

OBJECTIVE: This article provides an overview of how trainees, faculty, and institutions use technology for acquiring knowledge, skills, and attitudes for practicing modern medicine. METHOD: The authors reviewed the literature on medical education, technology, and change, and identify the key themes and make recommendations for implementing technology in medical education. RESULTS: Administrators and faculty should initially assess their own competencies with technology and then develop a variety of teaching methods that use technology to improve their curricula. Programs should decrease the general knowledge-based content of curricula and increase the use of technology for learning skills. For programs to be successful, they must address faculty development, change management, and funding. CONCLUSIONS: Willingness for change, collaboration, and leadership at all levels are essential factors for successfully implementing technology.

Advisory Committees↗
PubMed2004

See one, do one, teach one: advanced technology in medical education.

UNLABELLED: The concept of "learning by doing" has become less acceptable, particularly when invasive procedures and high-risk care are required. Restrictions on medical educators have prompted them to seek alternative methods to teach medical knowledge and gain procedural experience. Fortunately, the last decade has seen an explosion of the number of tools available to enhance medical education: web-based education, virtual reality, and high fidelity patient simulation. This paper presents some of the consensus statements in regard to these tools agreed upon by members of the Educational Technology Section of the 2004 AEM Consensus Conference for Informatics and Technology in Emergency Department Health Care, held in Orlando, Florida. FINDINGS: Web-based teaching: 1) Every ED should have access to medical educational materials via the Internet, computer-based training, and other effective education methods for point-of-service information, continuing medical education, and training. 2) Real-time automated tools should be integrated into Emergency Department Information Systems [EDIS] for contemporaneous education. Virtual reality [VR]: 1) Emergency physicians and emergency medicine societies should become more involved in VR development and assessment. 2) Nationally accepted protocols for the proper assessment of VR applications should be adopted and large multi-center groups should be formed to perform these studies. High-fidelity simulation: Emergency medicine residency programs should consider the use of high-fidelity patient simulators to enhance the teaching and evaluation of core competencies among trainees. CONCLUSIONS: Across specialties, patient simulation, virtual reality, and the Web will soon enable medical students and residents to... see one, simulate many, do one competently, and teach everyone.

Career Choice↗
PubMed2004

The challenge of leadership in technology and education.

The leadership qualities necessary today in technology, education, and other modern organizations include the ability to recognize rapid changes in organizational environments and ensure continuous transformation and adaptability to that change. The important skills of such leaders include understanding their own business, articulating vision, creating a positive culture, communicating effectively, and measuring results. Rapidly emerging technology is prone to misunderstanding by those who mistake the surface features of how technology works with the functional opportunities it provides. Organizations that transform processes in parallel by adopting new technologies can expect much larger productivity gains than can those who merely insert technology. The problems of memory, speed, and cost have been addressed; the new challenge of technology is making it universal. Education in America is in danger. The infrastructure is outdated and it is not oriented toward change. Jobs will follow competence. Although the challenges of leadership today, especially in technology and education, are great, so is the opportunity for impact and the excitement of bringing diverse skills to bear.

Administrative Personnel↗
PubMed1999

Distance education: has technology become a threat to the academy?

Recent discussions regarding technology-assisted distance education have given rise both to enthusiastic predictions about how this form of instruction will transform higher educational institutions and to widespread fears about the threats that this technology poses to the student-teacher relationship and to the profession of university teacher in general. A review of opinions regarding distance education and computer technology in academia suggests a continuum of positions, ranging from the expectation that dramatic and even cataclysmic changes will lead to the eventual dissolution of the university to an envisioning of only minor changes in the academy's objectives and methods. In the present paper, this continuum is used as an organizing scheme to present the positions of several well-known advocates for and against the use of distance education and information technology. It is argued that the accreditation process will ultimately determine the degree to which distance education replaces traditional classroom instruction and that this process can be influenced by faculty involvement in decisions about the use of technology in the classroom.

Accreditation↗
PubMed2006

Interactive technologies and videotapes for patient education in cancer care: systematic review and meta-analysis of randomised trials.

GOALS OF WORK: Patients diagnosed with cancer need education as they face complex decisions. There is limited evidence about the impact of new educational technologies for cancer patients. This paper investigates whether interactive technologies and videotapes for patient education in cancer care improve knowledge, satisfaction or other outcomes. METHODS: Literature search of five computerised databases (Medical Literature Analysis and Retrieval System, Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature, Cochrane Controlled Trials Register and Cochrane Database of Systematic Reviews) and bibliography searches identified relevant randomized controlled trials. Two reviewers independently assessed trial quality. Summary effects for knowledge and satisfaction were calculated using random-effects models (RevMan 4.2 software). Continuous data were summarised as weighted mean differences and dichotomous data as odds ratios, each with their respective 95% confidence interval. Standardised effect sizes for these outcomes were calculated and contrasted. RESULTS: Nine randomised control trials with 1,678 patients were identified. Three evaluated the use of videotapes, and six evaluated computer technologies. Studies were of good-quality design but were variable in instruments, content, populations, outcomes and results. Educational technologies showed improved patient knowledge (effect sizes ranging from 0.12 to 1.03). Satisfaction was improved in some studies, but the overall effect was more equivocal--effect sizes ranged (0.05 to 0.40) of benefit for knowledge and from 0 to 0.40 for satisfaction. CONCLUSIONS: The trials present preliminary evaluations of the technology in North America, the UK and Australia. There is a trend to improved knowledge and satisfaction. The ways in which the interventions are delivered and the extent of communication with a health professional affect patient responses.

Computer-Assisted Instruction↗
PubMed2004

Disruptive visions: surgical education.

Technological change, decreased financial support for medical education, and social oversight (in the form of the "To Err Is Human" report, HIPPA, and reduced work hours) are forcing a rethinking of the traditional model of surgical education to improve patient safety. New approaches to evaluating surgical competence, such as objective assessment, in combination with new technologies, such as the Internet and surgical simulators, provide the tools to effect a revolution in surgical education and training. Competency based upon quantifiable criteria measures must replace the traditional subjective assessment. The implementation requires accurately defining the elements of training, establishing new quantifiable metrics, stringently measuring performance against criterion, and reporting outcomes throughout the career of a surgeon.

Clinical Competence↗