Abstract
Simulation and other forms of digital learning will occupy a place of increasing prominence in medical education in the future. However, to maximally use the potential of these media, we must go beyond a research agenda dictated by a ‘Does it work?’ question to one driven by careful analysis of the nature of the task to be learned and its relation to the characteristics of the technology. Secondly, we must change the focus from the characteristics of individual devices to a broader approach to design of a digital curriculum based on current understanding of the nature of human learning.
Highlights
I have more than a passing interest in the papers presented in this issue of Perspectives, for two reasons
Unless we address the critical questions, the opportunity will be lost
Whether it’s to start a drip or draw blood for tests, by the time you leave you have renewed sympathy for pincushions. What does it take to acquire this skill? It seemed to me based on my recent experience that, counter to my expectations, much of the expertise was perceptual—visual perception to find possible veins followed by an acute sense of touch to feel the right degree of elasticity
Summary
I have more than a passing interest in the papers presented in this issue of Perspectives, for two reasons. Norman Department of Psychology, McMaster University, Hamilton, ON, Canada technology—online learning, virtual patients, simulations—is an essential element in avoiding the demise of quality medical education in the face of irrevocable changes in the health care system.
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