Abstract
Introduction: Health professions education in India is moving to an outcome based curriculum. Technology is known to facilitate acquisition of higher levels of knowledge and skills and also aid in assessing competencies. Objective: To find the role technology plays in undergraduate health professions education in India To compare its effectiveness to traditional educational methods To study the undergraduate students’ perceptions regarding use of technology for teaching-learning Material and Methods: A review of articles pertaining to use of technology in India in the last 10 years was carried out in Pub Med and Ovid MD. 16 articles were included in the review after screening. Results: Technology has been incorporated in supplementing face to face instruction to enhance knowledge, clinical decision making, developing communication skills, and assessment of outcomes. There was mixed evidence as to its effectiveness. Students perceive the usefulness of technology in education and have a positive attitude towards it. Conclusion: There is a wide scope to introduce use of technology for online instruction, skills training and assessment. More evidence needs to be generated regarding its effectiveness in improving knowledge in the Indian context, so that our decisions can be based on evidence. Faculty training programs for use of technology will help in creation of resources and its implementation in curriculum. Keywords: Health professions education, Undergraduate, Computer assisted instruction, Technology
Highlights
Health professions education in India is moving to an outcome based curriculum
Material and Methods We conducted a search for original research articles for inclusion in the PubMed and Ovid MD databases using the following search words: Terms related to Health Professions: School of Medicine, Student, Medical Education, Doctors, Medical curriculum, Nursing, Dental, Physiotherapy, Occupational therapy, MBBS, Physical therapy, Undergraduate, Graduate, Dental education, Health professions Terms related to technology: blended learning, simulation-based learning, computer-assisted instruction, computer-based learning, computer-based training, audience response system, digital library, distance education, distance learning, computer-aided instruction, multimedia, internet-based learning, medical e-learning, online learning, E-teaching, virtual classroom, virtual education, web-based learning, E
Gender difference: No gender difference between CUS and AS Correlation Weak correlation between attitudes and practice was noted Purpose of internet use To access medical information from Medscape (52.2%), Wikipedia, Web MD, PubMed, YouTube medical videos Google, Student Consult, Geeky Medics, medicine net and Mayo clinic – 97.4 % Complete online CME program 8 % with 2 students attending >3 CME Device used for access Mobile phones 57.4 %, multiple devices 29.6%, public kiosk 2 students No Correlation between attending online CME and time spent on internet accessing medical information
Summary
Health professions education in India is moving to an outcome based curriculum. To find the role technology plays in undergraduate health professions education in India 2. Technology plays an effective role in facilitating basic knowledge acquisition, improving problem solving and decision making skills, aiding the teaching of psychomotor and attitudinal skills. The educational experience is more learner controlled, resources more accessible, permitting students to set their own pace and aid the instructor to customize instruction according to the different learning needs of each student.[2] The new generation of learners are more accustomed to technology enhanced learning environment from an early age and very receptive to the possibility of use of technology and the social media platform for edutainment.[3]
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