Educational Technologies in Medical and Health Sciences by Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver

By Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver

This evidence-packed advisor explores the growing to be value of latest applied sciences and positioned studying within the leading edge of scientific and wellbeing and fitness sciences schooling, subsidized via real-world medical purposes. Its twin emphasis on problem-based studying (PBL) and utilized studying is mirrored within the diversity of writer views, from knowing how applied sciences interact newbies to implications for application layout. suggestions coated diversity from wider and extra detailed use of cellular units and digital clinical documents to video situations and digital sufferers, in medical contexts from kin perform to really expert surgical procedure. while, chapters element either the required for placing those structures into position and the software program had to cause them to obtainable to learners.

 

Among the featured topics:

 

  • Technology and crew methods in PBL: An ethnographic study.
  • What is real?  utilizing problem-based studying in digital worlds.
  • Are Wikipedia articles trustworthy studying assets in PBL curricula?
  • Utilizing cellular digital future health documents in scientific education.
  • Measuring feelings in medication: methodological and technological advances inside real scientific studying environments.
  • The deteriorating sufferer phone app: in the direction of severe online game design.

 

Medical/health sciences educators and researchers in academic know-how will glance to Educational applied sciences in clinical and wellbeing and fitness Sciences Education to pinpoint present and destiny traits in an ever-important field.

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4). In Ellis et al. (2008), for example, students were expected to use professional pharmacy databases during and in between tutorial sessions. L. Verstegen et al. Contextual learning Collaborative learning Activation of prior knowledge Cognitive elaboration Structuring and restructuring of information Self-directed learning Other None of these Blank/don't know 0 5 10 15 20 25 30 35 40 45 50 Fig. ) to show what they learned about youth transitions, thus engaging them to relate to their own experiences.

Hmelo-Silver, C. E. (2010). Productive use of learning resources in an online problem-based learning environment. Computers in Human Behavior, 26(1), 84–99. 001. JISC Digital Media. (2014). Guide introduction to e-learning. uk/guide/introduction-to-elearning. , & Kinzer, C. K. (2007). Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), 439–459. 1007/s11423-007-9045-6. , & Suebnukarn, S.

50 or less), but there were also large studies involving up to 2000 students. A wide variety of e-learning tools and facilities were used, mostly existing tools that were not specifically developed to support principles and processes underlying PBL. The main goal of the studies was not always to improve student learning. Often, for example, the reason to use e-learning was to enable PBL in distance learning or to do research regarding specific aspects of learning. The majority of the studies provided evaluation data, quite often in the form of log data or opinions of students.

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