AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment

@article{Ellaway2008AMEEG3,
  title={AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment},
  author={Rachel Helen Ellaway and Ken Masters},
  journal={Medical Teacher},
  year={2008},
  volume={30},
  pages={455 - 473}
}
In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to… 

e-Learning in medical education: Guide supplement 32.5 – Viewpoint

This viewpoint seeks to reassert the importance of the ‘student voice’ and of focusing upon the effectiveness of learning in harnessing e-learning to maximise its effectiveness in clinical and healthcare education.

e-Learning in medical education: Guide supplement 32.6 – Practical application

The Faculty of Medicine, University of Colombo is the oldest and largest medical faculty school in Sri Lanka and ten years ago the Faculty switched over from a traditional teacher/disciplinebased curriculum to an integrated module-based curriculum.

Multiprofessional Faculty Development-E-Learning in Clinical Teaching

  • Education
  • 2017
What is e-learning? e-learning is now very much part of mainstream health professions' education. Medical students and trainees are very familiar with using computers and other technologies as part

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners’ motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy.

Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals

It is recommended that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation, and propose 10 principles to incorporate proven approaches to improve learning.

eMedical Teacher

This edition of eMT will consider the roles in which education technologies are used as substitutes for teachers and the ways in which the teacher is still needed if somewhat transmogrified in technology-mediated medical education.

e-Learning for the medical team: the present and future of ERS Learning Resources

The term “e-learning” is a comprehensive concept that involves the use of all kinds of electronic media and information and communication technology in education, including online learning and computer-delivered instructions.

What can e-learning offer geriatric medicine in the UK?

The terminology associated with e-learning is outlined, the advantages and potential problems are summarized, the evidence base for the efficacy is considered, and recommendations made for expanding the use of e- learning for all healthcare professionals working with older people.

Comprehensive E-Learning Appraisal System

The healthcare sector in the XXI century presents a big technological development that covers a broad knowledge. All fields of medicine are deepening their knowledge, which increases the volume of

Is there a place for e-learning in infection prevention?

  • S. Labeau
  • Medicine
    Australian critical care : official journal of the Confederation of Australian Critical Care Nurses
  • 2013
...

References

SHOWING 1-10 OF 144 REFERENCES

A new vision for distance learning and continuing medical education

  • R. Harden
  • Education
    The Journal of continuing education in the health professions
  • 2005
The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e‐learning can alter undergraduate education and has the potential to alter the nature of CME.

An international virtual medical school (IVIMEDS): the future for medical education?

An international virtual medical school with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges.

Low-key m-learning: a realistic introduction of m-learning to developing countries

In August 2004, the Faculty of Health Sciences (FHS) at the University of Cape Town (UCT), South Africa, recognised a need to communicate with students in ways not accommodated by current online

Learning in a web-based system in medical education.

Whether students' approaches to learning related to their perception of a particular virtual learning environment and the student's attitudes towards ICT is explored in this study.

Effectiveness of continuing medical education.

The literature overall supported the concept that CME was effective, at least to some degree, in achieving and maintaining the objectives studied, including knowledge, attitudes, skills, behaviors and clinical outcomes.

Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs

Three years of experience with a training model based on measuring rather than assuming existing computer skills in incoming students are reported on in providing IT/IL skills to a diverse group of students in South Africa.

A Practical Guide to Problem-Based Learning Online

This book provides highly grounded research based ways for those wanting to change problem- based learning modules and programs from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods.

Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks

The cross-referencing exercise undertaken by the SDMCG is described, the philosophy behind it, the practical steps taken, the findings, the lessons learnt and reflections upon how this work may be taken forward are described.

Managing and supporting medical education with a virtual learning environment: the Edinburgh Electronic Medical Curriculum

This paper maps out the process of the EEMeC system's development and describes a number of factors that have contributed to its success.
...