Publication details
Medical Education for YouTube Generation
| Basic information | |
|---|---|
| Original title: | Medical Education for YouTube Generation |
| Authors: | Jarmila Potomková, Vladimír Mihál, Daniel Schwarz |
| Further information | |
|---|---|
| Citation: | POTOMKOVÁ, Jarmila, Vladimír MIHÁL and Daniel SCHWARZ. Medical
Education for YouTube Generation. In E -Learning - Engineering,
On-Job Training and Interactive Teaching. Rijeka: InTech, 2012.
p. 157-176, 20 pp. Neuveden. ISBN 978-953-51-0283-0.Export BibTeX@inbook{980514, author = {Potomková, Jarmila and Mihál, Vladimír and Schwarz, Daniel}, address = {Rijeka}, booktitle = {E -Learning - Engineering, On-Job Training and Interactive Teaching},keywords = {medical teaching; learning; Mefanet; information and communication technologies; e -learning},howpublished = {tištěná verze "print"}, language = {eng}, location = {Rijeka}, isbn = {978 -953-51-0283-0},pages = {157 -176},publisher = {InTech}, title = {Medical Education for YouTube Generation}, year = {2012} } |
| Original language: | English |
| Field: | Other medical specializations |
| Type: | Chapter of a book |
| Keywords: | medical teaching; learning; Mefanet; information and communication technologies; e-learning |
This chapter is structured in sections covering three main issues. Section 2 reviews current trends in web-based medical teaching & learning with the emphasis on their efficiency, configurations and instructional methods. Web 2.0 is discussed separately in Section 3, demonstrating potential implementation of wikis and podcasting to make theoretical and pre-clinical subjects more attractive, but also pointing at controversies and pitfalls of this new technology in medical and healthcare contexts. In Section 4 the authors describe methods and procedures used to re-design a paediatric undergraduate curriculum in a European country (Czech Republic). The innovation of educational interventions was based on three cornerstones, ie. case-based reasoning, evidence-based medicine, and blended learning. The authors demonstrate all current arguments and opportunities to view medical education not as a sum of knowledge, but as a practical know-how. This approach should be supported by information and communication technologies, eg. development of e-learning portals. We are presenting the educational portal as a unique solution. The outcomes of the project including student feedback are presented as figures, graphs and verbatims. The section ends with a brief proposal for developers of case-based learning environment in medicine. The methods used to compile this chapter included brain-storming, literature review, deduction, curriculum re-design, web-portal development, qualitative analysis of attitudes, and statistical analysis.
