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了解医疗教育中技术增强学习环境的功能组成部分:一个范围审查
Noor-I-Kiran Naeem1, Muhamad Saiful Bahri Yusoff2, Siti Nurma Hanim Hadie3
1Department of Medical Education, ABWA Medical College, Faisalabad, Pakistan.
本次审查确定了医疗教育中有效的技术增强学习环境的九个关键组成部分. 这些元素,包括认知增强和数字能力,对于优化在线学习平台至关重要.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 数字学习数字学习
背景情况:
- 医疗教育中技术的日益整合,使教育工作者对数字学习环境质量产生了担忧.
- 在本科医学培训中,需要对有效的技术增强学习环境有结构性的理解.
研究的目的:
- 确定和定义有效的技术增强学习环境的功能组成部分,专门用于本科医学教育.
- 提出一个模型来评估在医疗背景下在线学习环境.
主要方法:
- 使用修订后的Arksey和O'Malley协议进行系统审查.
- 包括研究识别,相关研究选择,数据图表,收集,整理,总结和报告.
- 在有效的在线学习环境中分析功能元素.
主要成果:
- 确定了9个核心组件和25个子组件,包括74个有效在线学习的功能元素.
- 关键组成部分包括认知增强,内容策划,数字能力,技术可用性,教学实践,学习者特征,学习促进者,社会代表和机构支持.
- 在线平台中的这些组件之间的互动和相互影响.
结论:
- 医学教育中有效的技术增强学习环境具有多方面的特点,需要采用整体方法.
- 医疗教育中提议的技术增强学习 (TELEMEd) 模式为评估和改进数字学习空间提供了一个框架.
- 解决这些九个组成部分可以提高在线医学教育的质量和有效性.
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