In this chapter we will present some medical educational approaches together with their links to different learning objectives and learning situations. We will also present various forms of computer-based technology, which aim to enhance the teaching and learning capabilities of doctors, mostly in the form of 3D visualisation, simulation and haptic technology. We will focus on research conducted in the areas of spinal anaesthesia, surgery and emergency. Finally, we will emphasise some challenges of our domain which are related to the interaction between medical education, technological and computer factors.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aggarwal, R., & Darzi, A. (2006). Technical-skills training in the 21st century. New England Journal of Medicine, 355, 2695–2696.
Ahlberg, G., Enochsson,L., Gallagher,A. G., Hedman,L., Hogman,D., McClusky,D. A., et al. (2007). Proficiency-based virtual reality training significantly reduces the error rate for residents during their first 10 laparoscopic cholecystectomies, American Journal of Surgery, 193, 797–804.
Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52–81.
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3–12.
Blavier, A., Gaudissart,Q., Cadiére,G. B., & Nyssen, A. S. (2007). Comparison of learning curves in classical and robotic laparoscopy according to the viewing condition. American Journal of Surgery, 194, 115–121.
Brousseau, G. (1997). Theory of didactical situations: Didactiques des mathèmatiques 1970–1990 (N. Balacheff, M. Cooper, R. Sutherland & V. Warfield, Trans., Eds.). Dordrecht, The Netherlands: Kluwer.
Clancey, W. J. (1983). GUIDON. Journal of Computer-Based Instruction, 10, 8–14.
Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75, 259–266.
Dochy, F., Segers,M., van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568.
Forbes, T. L., DeRose,G., Kribs,S. W., & Harris, K. A. (2004). Cumulative sum failure analysis of the learning curve with endovascular abdominal aortic aneurysm repair. Journal of Vascular Surgery, 39, 102–108.
Gaba, D. M., Howard,S. K., Flanagan,B., Smith,B. E., Fish,K. J., & Botney, R. (1998). Assessment of clinical performance during simulated crises using both technical and behavioral ratings. Anesthesiology, 89, 8–18.
Gallagher, A. G., & Satava, R. M. (2002). Virtual reality as a metric for the assessment of laparoscopic psychomotor skills: Learning curves and reliability measures. Surgical Endoscopy, 16, 1746–1752.
Gijbels, D., Dochy,F., van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75, 27–61.
Hamilton, E. C., Scott,D. J., Fleming,J. B., Rege,R. V., Laycock,R., Bergen,P. C., et al. (2002). Comparison of video trainer and virtual reality training. Surgical Endoscopy, 16, 406–411.
Hertel, G. (2000). Motivation gains in groups: A brief review of the state of the art. Zeitschrift für Sozialpsychologie, 31, 169–175.
Issenberg, S. B., McGaghie,W. C., Hart,I. R., Mayer,J. W., Felner,J. M., Petrusa,E. R., et al. (1999). Simulation technology for health care professional skills training and assessment. JAMA: Journal of the American Medical Association, 282, 861–866.
King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl & J. M. Haake (Eds.), Scripting computer supported communication of knowledge: Cognitive, computational and educational perspectives (pp. 13–37). New York: Springer.
Kulcsár, Z, Aboulafia, A., Hall,T., & Shorten, G. (2008, June). Determinants of learning to perform spinal anaesthesia – a qualitative study. European Journal of Anaesthesiology EJA. 5, 1–6.
Lajoie, S. P., & Azevedo, R. (2006). Teaching and learning in technology-rich environments. In P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (2nd edn.) (pp. 803–821). Mahwah, NJ: Erlbaum.
Lillehaug, S. I., & Lajoie, S. P. (1998). AI in medical education: Another grand challenge for medical informatics. Journal of Artificial Intelligence in Medicine, 12, 1–29.
Luengo, V., & Vadcard, L. (2005). Design of adaptive feedback in a web educational system. In P. Brusilovsky, R. Conejo & E. Millán (Eds.), Adaptive systems for Web-based education: Tools and reusability (pp. 9–17). Amsterdam: IOS Press.
Lycke, K. H., Grottum,P., & Stromso, H. I. (2006). Student learning strategies, mental models, and learning outcomes in problem-based and traditional curricula in medicine. Medical Teacher, 28, 717–722.
Marotta, J. J., & Goodale, M. A. (1998). The role of learned pictorial cues in the programming and control of grasping. Experimental Brain Research, 121, 465–470.
Rall, M., & Gaba, D. M. (2005). Human performance and patient safety. In R. D. Miller (Ed.), Anaestesiology (pp. 3021–3072). Baltimore, MD: Lippincott.
Romero, C., Ventura,S., Gibaja,E. L., Hervás,C., & Romero, F. (2006). Web-based adaptive training simulator system for cardiac life support. Artificial Intelligence in Medicine, 38, 67–78.
Ross, H. E., & Murray, D. J. (Eds.). (1996). E. H. Weber on the Tactile Sense. Hampshire, United Kingdom: Taylor & Francis.
Samurçay, R. (1995). Conceptual models for training. In J.-M. Hoc, P. C. Cacciabue & E. Hollnagel (Eds.), Expertise and technology: Cognition and human-computer cooperation (pp. 107–124). Hillsdale, NJ: Erlbaum.
Schön D. (1983). The reflective practitioner: how professionals think in action, New York: Basic Books.
Shaffer, D. W., Dawson,S. L., Meglan,D., Cotin,S., Ferrell,M., Norbash,A., et al. (2001). Design principles for the use of simulation as an aid in interventional cardiology training. Minimally Invasive Therapy & Allied Technologies, 10, 75–82.
Sidhu, R. S., Tompa,D., Jang,R., Grober,E. D., Johnston,K. W., Reznick,R. K., et al. (2004). Interpretation of three-dimensional structure from two-dimensional endovascular images: Implications for educators in vascular surgery. Journal of Vascular Surgery, 39, 1305–1311.
Stone, R., & McCloy, R. (2004). Ergonomics in medicine and surgery. BMJ, 328, 1115–1118.
Vadcard, L., & Luengo, V. (2005). Interdisciplinary approach for the design of a learning environment. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2461–2468). Chesapeake, VA: AACE.
Zottmann, J., Dieckmann,P., Rall,M., Fischer,F., & Taraszow, T. (2006, June). Fostering simulation-based learning in medical education with collaboration scripts. Paper presented at the 12th Annual Meeting of the Society in Europe for Simulation Applied to Medicine (SESAM), Porto, Portugal.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Luengo, V., Aboulafia, A., Blavier, A., Shorten, G., Vadcard, L., Zottmann, J. (2009). Novel Technology for Learning in Medicine. In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A., Barnes, S. (eds) Technology-Enhanced Learning. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9827-7_7
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9827-7_7
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9826-0
Online ISBN: 978-1-4020-9827-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)