E-learning as new method of medical education.
E-learning as new method of medical education.
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电子学习作为新的医学教育方法。
DOI：
10.5455/aim.2008.16.102-117
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Masic I
中科院分区：
文献类型：
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作者：
Masic I
利益冲突：未声明远程学习是指使用基于远程提供的医疗保健的技术，涵盖电子保健、远程保健（电子保健）、远程信息处理、远程医疗、远程教育等领域。为了满足电子保健、远程医疗、远程教育和远程学习的需要，有各种技术和通信系统，从标准电话线到带有调制解调器、光纤、卫星链路、无线技术等的数字化信号传输系统。远程教育是指利用信息通信技术的远程保健教育，以及对保健系统受益者的继续教育和利用电子图书馆、数据库或具有知识数据库的电子数据。远程学习（E-learning）作为远程教育的一部分在过去十年中得到了普及；然而，它的使用在医学院之间差异很大，似乎在基础医学课程中比在临床教育中更常见。远程学习并不妨碍传统的学习过程；它经常与面对面的课堂或专业培训程序和实践结合使用。远程教育主要用于生物医学教育，作为一种混合学习方法，这种方法将远程教育技术与传统的教师指导培训相结合，例如，通过在线教程来补充讲座或演示。远程学习用于自我教育、测试、服务和医学考试，即自我教育和个人考试服务。通过图像文件和问题进行练习的可能性是一种有吸引力的自我教育方式。学习者活动的自动跟踪和报告减轻了教师的行政负担。此外，电子学习可以设计成包括结果评估，以确定是否发生了学习。这篇综述文章评估了波斯尼亚和黑塞哥维那远程教育发展的现状和水平，概述了远程教育的组成部分、实施远程教育的师资发展需求以及将远程教育作为官方学习标准纳入波斯尼亚和黑塞哥维那生物医学课程的可能性。远程教育是指利用信息和通信技术（ICT）来提高知识和绩效。生物医学教育中的远程教育在医学教育界得到广泛接受，它大多被纳入生物医学课程，构成混合式学习战略的一部分。世界上有许多生物医学电子学习材料的数字资源库，其中一些经过同行评审，教师或开发人员可以在其中提交材料供广泛使用。萨拉热窝医学院医学信息部于2002年发起了第一个试点项目，目的是在波斯尼亚和黑塞哥维那的生物医学课程中引入远程教育，此后一直在发展。教师创建远程教育的技能与传统教学所需的技能不同，教师奖励必须认识到这种差异并奖励他们的努力。远程教育和计算机的使用将对未来终身学习的医疗实践产生影响。去年在欧洲国家开始的博洛尼亚进程使我们能够在波斯尼亚和黑塞哥维那的生物医学学院促进和引进现代教育方法。萨拉热窝大学医学院的医学信息学中心和家庭医学中心开始使用基于网络的教育作为医学生教学的常用方式。学生对这种教育方法的满意度很高，但尚不适合波斯尼亚和黑塞哥维那生物医学学院的大多数医学学科。
CONFLICT OF INTEREST: NONE DECLARED Distance learning refers to use of technologies based on health care delivered on distance and covers areas such as electronic health, tele-health (e-health), telematics, telemedicine, tele-education, etc. For the need of e-health, telemedicine, tele-education and distance learning there are various technologies and communication systems from standard telephone lines to the system of transmission digitalized signals with modem, optical fiber, satellite links, wireless technologies, etc. Tele-education represents health education on distance, using Information Communication Technologies (ICT), as well as continuous education of a health system beneficiaries and use of electronic libraries, data bases or electronic data with data bases of knowledge. Distance learning (E-learning) as a part of tele-education has gained popularity in the past decade; however, its use is highly variable among medical schools and appears to be more common in basic medical science courses than in clinical education. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. Tele-education has mostly been used in biomedical education as a blended learning method, which combines tele-education technology with traditional instructor-led training, where, for example, a lecture or demonstration is supplemented by an online tutorial. Distance learning is used for self-education, tests, services and for examinations in medicine i.e. in terms of self-education and individual examination services. The possibility of working in the exercise mode with image files and questions is an attractive way of self education. Automated tracking and reporting of learners’ activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to determine whether learning has occurred. This review article evaluates the current status and level of tele-education development in Bosnia and Herzegovina outlining its components, faculty development needs for implementation and the possibility of its integration as official learning standard in biomedical curricula in Bosnia and Herzegovina. Tele-education refers to the use of information and communication technologies (ICT) to enhance knowledge and performance. Tele-education in biomedical education is widely accepted in the medical education community where it is mostly integrated into biomedical curricula forming part of a blended learning strategy. There are many biomedical digital repositories of e-learning materials worldwide, some peer reviewed, where instructors or developers can submit materials for widespread use. First pilot project with the aim to introduce tele-education in biomedical curricula in Bosnia and Herzegovina was initiated by Department for Medical Informatics at Medical Faculty in Sarajevo in 2002 and has been developing since. Faculty member’s skills in creating tele-education differ from those needed for traditional teaching and faculty rewards must recognize this difference and reward the effort. Tele-education and use of computers will have an impact of future medical practice in a life long learning. Bologna process, which started last years in European countries, provide us to promote and introduce modern educational methods of education at biomedical faculties in Bosnia and Herzegovina. Cathedra of Medical informatics and Cathedra of Family medicine at Medical Faculty of University of Sarajevo started to use Web based education as common way of teaching of medical students. Satisfaction with this method of education within the students is good, but not yet suitable for most of medical disciplines at biomedical faculties in Bosnia and Herzegovina.