Educational Technologies in Medical and Health Sciences Education PDF
Preview Educational Technologies in Medical and Health Sciences Education
Advances in Medical Education Series Editors: Susanne Lajoie · Yvonne Steinert Susan Bridges Lap Ki Chan Cindy E. Hmelo-Silver Editors Educational Technologies in Medical and Health Sciences Education Educational Technologies in Medical and Health Sciences Education Advances in Medical Education Volume 5 Series Editors: Susanne Lajoie Yvonne Steinert Members of International Advisory Board 1. Ara Tekian – University of Illinois at Chicago, USA 2. John R. (Jack) Boulet – Foundation for the Advancement of International Medical Education and Research (FAIMER), Philadelphia, USA 3. Niall Byrne – University of Toronto, Canada 4. Roger L. Kneebone – Imperial College, London, UK 5. Kirsti Lonka – University of Helsinki, Finland 6. Ayelet Kuper – University of Toronto, Canada 7. Kevin Eva – University of British Columbia, Canada 8. Larry D. Gruppen – University of Michigan, USA 9. Louise E. Arnold – University of Missouri at KC, USA 10. Geoff Norman – McMaster University, Canada 11. David A. Cook – Mayo Clinic, USA 12. David M. Irby – University of California at San Francisco, USA 13. Glenn Regehr – University of British Columbia, Canada 14. Delese Wear – Northeastern Ohio University College of Medicine, USA 15. Elizabeth A. Farmer – University of Wollongong, Australia More information about this series at h ttp://www.springer.com/series/8405 Susan Bridges (cid:129) Lap Ki Chan Cindy E. Hmelo-Silver Editors Educational Technologies in Medical and Health Sciences Education Editors Susan Bridges Lap Ki Chan Faculty of Education/Centre for the Li Ka Shing Faculty of Medicine Enhancement of Teaching of Learning University of Hong Kong The University of Hong Kong Pokfulam , Hong Kong SAR Hong Kong , Hong Kong Cindy E. Hmelo-Silver Graduate School of Education Rutgers University New Brunswick , NJ , USA ISSN 2211-1298 ISSN 2211-1301 (electronic) Advances in Medical Education ISBN 978-3-319-08274-5 ISBN 978-3-319-08275-2 (eBook) DOI 10.1007/978-3-319-08275-2 Library of Congress Control Number: 2015949636 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper S pringer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) Pref ace This volume follows on from an earlier collection (Bridges, Whitehill, & McGrath, 2012) “Problem-Based Learning in Clinical Education” and seeks to build on what this editorial team, all of whom contributed to that volume, had come through our research to identify as an emerging trend in problem-based learning, i.e. the grow- ing role of educational technologies. Our aim in this 2015 volume is to expand upon these initial thoughts and earlier research to share recent scholarship investigating our understandings of educational technologies in two specifi c contexts in health sciences education: (a) knowledge building in problem-based learning and (b) applied learning in clinical contexts. Our defi nition of educational technologies for the purpose of this edited volume broadly encompasses affordances for learning in physical and virtual learning spaces. As such, this includes both the installation of new hardware and infrastructure as well as the development of new software to sup- port learning within and across the two thematic contexts. To date, one can broadly describe the uses of educational technologies in health sciences in preparing under- graduate and postgraduate students for clinical practice as blended synchronous and/or asynchronous approaches. Chapters in this evidence-based collection draw on studies that examine educa- tional technologies in medical and health sciences programmes which lead to applied, clinical practice. The range of affordances includes digital learning objects, such as video cases and virtual patients; learning management systems; virtual real- ity software and 3D simulations; as well the innovative use of hardware such as interactive whiteboards with internet searching capability; and integration of mobile devices. This list is not exhaustive but illustrates the broad range of applications in this under-researched fi eld. The focus in the collection is research-based seeking to expand and synthesise current understandings of both theoretical backgrounds and empirical evidence regarding the use of educational technologies in medical and health sciences educa- tion. While more general literature on their use in teaching and learning exists, this volume’s contribution aims to be in publishing studies that refl ect the growing body of empirical research on educational technologies for situated, contextual learning in clinical education. It draws on both evaluation and applied research data to v vi Preface analyse patterns of usage as well as individual and group cognition and psychomotor skill development. An eclectic approach has been taken by including various meth- odological and analytic lenses so as to support wider understandings of the impact (intended or not) of educational technologies on the learning process in these two contexts. P ractical implications of each study illustrate how the inclusion of such tech- nologies can be purposefully designed to enhance deep learning and promote stu- dent engagement. In summary, the focus of this volume is twofold—research-driven and embracing new methodologies to explore how the inclusion of educational technologies can enhance students’ learning in health professions education courses and programme. We trust readers will enjoy this wide-ranging sample of the cutting- edge work being undertaken with educational technologies in medical and health sciences education. Susan Bridges Pokfulam, Hong Kong SAR Lap Ki Chan New Brunswick, NJ, USA Cindy E. Hmelo-Silver Acknowledgements We would like to thank our international contributors who have shared their research and innovations in implementing educational technologies across multiple profes- sional and learning contexts in the health sciences. In addition, we would like to thank the series editors and staff at Springer for constructive advice throughout the review and manuscript preparation processes. We would also like to acknowledge the invaluable assistance of Ms. Henrietta Lai and Dr. Alexandra Boon Hor Chong in manuscript preparation. The authors are grateful for supporting funding from the General Research Fund of the Research Grants Council, Hong Kong Special Administrative Region. The fi nal touches in assembling this volume were under- taken during a Visiting Professorship at the national M edical Education Development Center (MEDC) at Gifu University, Japan, and their support is greatly appreciated. vii Contents 1 Situated Learning and Educational Technologies: Theory and Practice ................................................................................ 1 Susan Bridges , Lap Ki Chan , and Cindy E. Hmelo-Silver Part I Educational Technologies in Problem-Based Learning (PBL) Contexts 2 How e-Learning Can Support PBL Groups: A Literature Review ................................................................................ 9 Daniëlle M. L. Verstegen , Nynke de Jong , Jean van Berlo , Annemarie Camp , Karen D. Könings , Jeroen J. G. van Merriënboer , and Jeroen Donkers 3 Technology and Group Processes in PBL Tutorials: An Ethnographic Study .......................................................................... 35 Susan Bridges , Jun Jin , and Michael Botelho 4 Video as Context and Conduit for Problem- Based Learning ............. 57 Cindy E. Hmelo-Silver , Jiyoon Jung , Susanne Lajoie , Yawen Yu , Jingyan Lu , Jeffrey Wiseman , and Lap Ki Chan 5 What Is Real? Using Problem-Based Learning in Virtual Worlds ..................................................................................... 79 Maggi Savin-Baden , Terry Poulton , Chris Beaumont , and Emily Conradi 6 How Do Health Sciences Students Use Their Mobile Devices in Problem-Based Learning? ................................................................. 99 Lap Ki Chan , Susan Bridges , Iain Doherty , Manwa Ng , Jun Jin , Neal Sharma , Nam Kiu Chan , and Henrietta Y. Y. Lai 7 Are Wikipedia Articles Reliable Learning Resources in Problem-Based Learning Curricula? ............................................... 117 Samy A. Azer ix
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