Cross-disciplinary perspectives on the transition to remote education.
Cross-disciplinary perspectives on the transition to remote education.
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DOI：
10.1136/bmjstel-2020-000814
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发表时间：
2021
影响因子：
1.1
通讯作者：
Kneebone R
中科院分区：
文献类型：
--
作者：
Houghton N;Houstoun W;Yates S;Badley B;Kneebone R
COVID-19疫情促使全球各地的医学院取消临床实习和面对面教学。通过模拟或直接接触患者的经验学习对于临床技能和程序知识的发展至关重要。使这种类型的教学适应远程交付是本科医学教育的一个重大挑战。这也是技术创新的机会，促进了学习，并促使教育工作者接受新的思维方式。在这篇文章中，作者探讨了来自不同学科（医学、音乐和表演艺术）的教育工作者如何利用技术来加强基于实践技能的远程学习。作者是来自不同领域（外科、医学、音乐和魔术）的五位经验丰富的教育工作者，他们通过一系列五次结构化对话，共同记录了向技术增强型远程教学的过渡。从医学远程教育和教育专业经验的文献中，作者确定了七个实践增强建议，优化程序知识和技能的教学。这些是：（1）出于需要而美德;（2）积极管理您的环境;（3）明确期望;（4）接受有目的的沟通;（5）使用数字资源;（6）为出错做好准备;（7）个性化方法。作者认为，扩大技术增强学习的话语，包括跨学科的观点，增加了讨论的丰富性和深度。本文展示了一种跨学科的方法来应对技术增强医学教育的挑战。
The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely. The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.