期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2006
卷号：3
期号：1
页码：1-8
DOI：10.3352/jeehp.2006.3.3
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：A wide range of e-learning modalities are widely integrated in medical education.However,some of the key questions related to the role of e-learning remain unanswered,such as (1) what is an effective approach to integrating technology into pre-clinical vs.clinical training?;(2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?;(3) which design features are known to be effective in designing on-line patient simulation cases,tutorials,or clinical exams?;and (4) what guidelines exist for determining an appropriate blend of instructional strategies,including on_x0002_line learning,face-to-face instruction,and performance-based skill practices? Based on the existing liter?ature and a variety of e-learning examples of synchronous learning tools and simulation technology,this paper addresses the following three questions:(1) what is the current trend of e-learning in medical edu?cation?;(2) what do we know about the effective use of e-learning?;and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrat?ed in training future physicians,it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives.Without an evolv?ing knowledge base on how best to design e-learning applications,the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.
关键词：A wide range of e-learning modalities are widely integrated in medical education.However,some of the key questions related to the role of e-learning remain unanswered,such as (1) what is an effective approach to integrating technology into pre-clinical vs.clinical training?;(2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?;(3) which design features are known to be effective in designing on-line patient simulation cases,tutorials,or clinical exams?;and (4) what guidelines exist for determining an appropriate blend of instructional strategies,including on_x0002_line learning,face-to-face instruction,and performance-based skill practices? Based on the existing liter?ature and a variety of e-learning examples of synchronous learning tools and simulation technology,this paper addresses the following three questions:(1) what is the current trend of e-learning in medical edu?cation?;(2) what do we know about the effective use of e-learning?;and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrat?ed in training future physicians,it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives.Without an evolv?ing knowledge base on how best to design e-learning applications,the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.
