INFORMATION MANAGEMENT TOOLS: WHICH DO MEDICAL STUDENTS USE?

• Type: Article in International Conference Proceedings Book
• Date: 2013

Authors

Taveira Gomes, T (Author) Other; Ferreira, P (Author) Other; Severo M (Author) FMUP; Ferreira, M (Author) Other

Conference proceedings International

Title: EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES

Pages: 780-783

5th International Conference on Education and New Learning Technologies (EDULEARN)

Barcelona, SPAIN, JUL 01-03, 2013

Indexing

ISI Web of Knowledge - 0 Citations

Other information

Authenticus ID: P-00P-92Z

Abstract (EN): Medical education is an area of increasing complexity due both to the escalating knowledge and tools to teach and learn. This reality drives teachers and students to find new ways to overcome the obstacles imposed by having to manage the growing amount of information, and retain it in a meaningful way that can be used in clinical practice. These obstacles also impose the question whether learning should focus in the retention and extensive understanding of a vast variety of medical topics, or in a general integrated learning approach, where the student is taught enough knowledge to comfortably address a topic and develops a framework to retrieve and validate information from other sources, that can then be applied to decision making in the clinical practice. Given this picture, we aim to discuss which new types of tools are able to provide ways to achieve learning goals with optimized time investment, namely in basic sciences subjects of the medical curricula. Traditional learning methods can currently be mixed with new learning informatics methods, where learners take a more active role in the management of their education plan. In certain settings, e-learning tools may allow better learning outcomes than using simple paper based media alone, but some gaps still remain in the development of e-learning courses. It seems to be more useful the use of tools that may allow the delivery of multimedia materials instead of digital versions of paper documents, integrated self-assessment tools to guide the learning process as well as transversal curricular content integration, that may allow personal knowledge metrics and content to be available and reused. In this sense, we present a simple framework that we believe that may allow for better multimedia learning outcomes, by additionally abiding to the principles of aggregation, interoperability and content integration.

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 4