TRAINING OF TEACHERS IN THE SYSTEM OF POSTGRADUATE MEDICAL EDUCATION OF DOCTORS AND PHARMACISTS BASED ON THE HYBRID REALITY STRATEGY
DOI:
https://doi.org/10.11603/mie.1996-1960.2020.2.11187Keywords:
hybrid reality, augmented reality,, virtual reality, postgraduate medical education, teacher training, knowledge classification, knowledge pyramidAbstract
Background. The issues of radical change of teaching in medical universities in the conditions of mass introduction of information technologies are considered. It is emphasized that recently created fundamentally new learning environments based on the inclusion of both real and virtual objects. Such changes require the creation of a new system of teacher training. The aim of the work was to substantiate a classification of knowledge that corresponds to the new technological realities of education in medical universities.
Materials and methods. Results. It is concluded that the share of the use of augmented and hybrid reality is still low. But the significant potential value of these technologies for medical education in the near future may completely transform medical education, introducing on-demand training, remote access to educational materials and objective assessment. Accordingly, the priority training of teachers in medical universities and in the system of postgraduate medical education is extremely important. It is also important to ensure an appropriate learning continuum.
Conclusions. A classification of knowledge to be taught in higher education, especially in postgraduate medical education, is proposed. It is a pyramid of knowledge based on relatively stable core knowledge, and at the top — constantly changing operational knowledge. The complementary (inverted) pyramid is the share of virtual and hybrid reality methods.
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