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={R. Ellaway and K. 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… Expand
e-Learning in medical education: Guide supplement 32.5 – Viewpoint
TLDR
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. Expand
e-Learning in medical education: Guide supplement 32.6 – Practical application
TLDR
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. Expand
Multiprofessional Faculty Development-E-Learning in Clinical Teaching
  • 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 partExpand
A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education
TLDR
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. Expand
Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals
TLDR
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. Expand
eMedical Teacher
TLDR
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. Expand
e-Learning for the medical team: the present and future of ERS Learning Resources
TLDR
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. Expand
What can e-learning offer geriatric medicine in the UK?
The expansion of e-learning in medical education is a reflection of the inherent advantages that technology can bring to teaching and learning. Geriatric medicine has taken advantage of some of theExpand
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 ofExpand
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
TLDR
Findings related to both learners' satisfaction and effectiveness suggest that e-learning might prove an effective educational tool for the (continuing) education of healthcare providers. Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 179 REFERENCES
A new vision for distance learning and continuing medical education
  • R. Harden
  • Medicine
  • The Journal of continuing education in the health professions
  • 2005
TLDR
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. Expand
An international virtual medical school (IVIMEDS): the future for medical education?
TLDR
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. Expand
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 onlineExpand
Communication and information technology in medical education
TLDR
How medical schools are rising to this challenge is described, some of the ways in which communication and information technology can be used to enhance the learning and teaching environment are looked at, and the potential impact of future developments on medical education is discussed. Expand
Learning in a web-based system in medical education.
TLDR
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. Expand
Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs
TLDR
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. Expand
Effectiveness of continuing medical education.
TLDR
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. Expand
A Practical Guide to Problem-Based Learning Online
Problem-based learning online is a burgeoning area, crying out for support in all the disciplines, but particularly health, medicine, education and social care that are already advanced users ofExpand
Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks
TLDR
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. Expand
Managing and supporting medical education with a virtual learning environment: the Edinburgh Electronic Medical Curriculum
TLDR
This paper maps out the process of the EEMeC system's development and describes a number of factors that have contributed to its success. Expand
...
1
2
3
4
5
...