The role of computers in health education: some lessons from instructional technology.

Abstract

There is an emerging consensus on the potentially positive applications of computers in health and patient education. Microcomputers are losing their novelty and gaining popularity with the general and professional public. There is a tendency to rush to computerize the classroom or other educational setting, while bypassing certain basic questions. Health educators should investigate in what areas the computer can help, in what areas use of computers may prove counterproductive, and the proper place of computers in education. Computers will not bring sudden changes in health and patient education. Computers will not, by themselves, create innovation in health and patient education practice. Computers will neither solve educational problems nor play a role as panacea. For educators to effectively use computers in health education, studies should be designed that provide practical suggestions in designing instructional materials and give answers to questions raised in the classroom setting. Longitudinal studies should be emphasized rather than short-term research which provides only limited implications. Individual subject differences should be considered in these studies, not in relation to learning speed but in terms of processing information. Effectiveness should be verified, while considering the interaction of computer attributes, learner cognitive style, and subject matter. On the basis of these research studies, health educators should collaborate on formulating goals, providing guidelines, designing and developing software, and incorporating computers into the existing curriculum. In this way, health educators can benefit from this new educational medium, which undoubtedly will be an integral part of future learning environments.