KEY TRENDS IN THE DEVELOPMENT OF KNOWLEDGE TRANSFER TECHNOLOGIES IN POSTGRADUATE MEDICAL EDUCATION SYSTEMS AND THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF DOCTORS
DOI:
https://doi.org/10.11603/mie.1996-1960.2018.4.9858Keywords:
e-learning, online learning, mixed learning, gameimization of education, individual, adaptive education, continuous professional development of doctors and pharmacistsAbstract
Background. The trends of technologies development of postgraduate training of doctors as well as their continuous professional development are considered.
Results. It is emphasized that universities are still the ideal place for the transfer and production of knowledge. However, it is completely useless to compete with online education for universities offering a typical contact education. It is postulated that many technologies of transfer of knowledge practically exclude the solution of the task of standardizing trajectories of learning and ensuring an efficient, individualized transfer of knowledge.
Conclusions. The opinion is expressed on the necessity of developing algorithms for the timely identification of individual characteristics in learning the teaching material and on the basis of their creation of adaptive teaching systems.
References
Zakon Ukrainy «Pro osvitu» [Law of Ukraine «On Education»] vid 05.09.2017 № 2145—VIII / Vidomosti Verkhovnoi Rady Ukrainy (Information from the Verkhovna Rada of Ukraine). Kyiv: Parlam. vyd-vo, 38-39. [In Ukrainian].
Ignatova N. Yu. (2017). Obrazovanie v tsifrovuyu epohu : monografiya [Education in the digital age: monograph]. Nizhniy Tagil : NTI (filial) UrFU. [In Russian].
Fedoruk P. I., Maslovskyi S. M. (2009). Vykorystannia systemy EduPRO dlia orhanizatsii protsesu adaptyvnoho navchannia [Using the EduPRO system to organize the process of adaptive learning]. Upravlyayuschie sistemyi i mashinyi (Control systems and machines), 4, 84-93. [In Ukrainian].
Chempman N., Chempman D. (2006). Tsifrovyie tehnologii multimedia, 2-oe izdanie [Digital Multimedia Technology, 2nd Edition]. Moscow: Dialektika. [In Russian].
Bates T. (2001). National strategies for e-learning in post-secondary education and training. UNESCO.
Berners-Lee T., Cailliau R., Luotonen A., Nielsen H. F., Secret A. (1994). The World-Wide Web. Communications of the ACM, Vol. 37, Is. 8, 76-82. doi:10.1145/179606.179671.
Botden S. M., Jakimowicz J. J. (2009). What is going on in augmented reality simulation in laparoscopic surgery? Surg Endosc., 23 (8), 1693-1700.
Choules A. P. (2007). The use of elearning in medical education: a review of the current situation. Postgrad Med J., 83(978), 212-216. doi: 10.1136 / pgmj.2006.054189.
Chu M. W., Moore J., Peters T., Bainbridge D., McCarty D., Guiraudon G. M. et al. (2012). Augmented reality image guidance improves navigation for beating heart mitral valve repair. Innovations (Phila), 7 (4), 274-281.
Cook D. A. (2007). Web-based learning: pros, cons and controversies. Clinical Medicine, 7 (1), 37-42. doi: 10.7861 / clinmedicine.7-1-37.
Barsom E. Z., Graafland M. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surg Endosc., 30 (10), 41744183. doi:10.1007 / s00464-016-4800-6 PMCID: PMC5009168 PMID:26905573.
Jwayyed S., Stiffler K. A., Wilber S. T., Southern A., Weigand J., Bare R., Gerson L. W. (2011). Technology-assisted education in graduate medical education: a review of the literature. Int J Emerg Med., 4, 51. doi: 10.1186 / 1865-1380-4-51.
Kamphuis C., Barsom E., Schijven M., Christoph N. (2014). Augmented reality in medical education? Perspect Med Educ., 3 (4), 300-311.
Makhdoom N., Khoshhal K. I., Algaidi S., Heissam K., Zolaly M. A. (2013). 'Blended learning' as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study. Journal of Taibah University Medical Sciences, 8 (1), 12-17. doi: 10.1016 / j.jtumed.2013.01.002.
McCutcheon K., Lohan M., Traynor M., Martin D. (2015). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs., 71 (2), 255-270. doi: 10.1111 / jan.12509.
Moore M. (2012). Handbook of distance education: 3 edition. New York: Routledge.
Qian L.,Weijun P., Fan Z., Rong H. et al. (2016). The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis // J Med Internet Res., 18 (1), e2. doi:10.2196/ jmir.4807.
Sun P., Tsai R. J., Finger G, Chen Y, Yeh D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50 (4), 1183-1202. doi: 10.1016/ j.compedu.2006.11.007.
Wang X., Dunston P. S. (2007). Design, Strategies, and Issues Towards an Augmented Reality-based Construction Training Platform. ITcon., 12, 363-380.
Wilkinson M. D. et al. (2016). The FAIR Guiding Principles for scientific data management and stewardship. Scientific Data, 3(160018). doi: 10.1038/ sdata.2016.18.
Platt E., Boesler M., Nisen M. (2012). THE GLOBAL 20: The Big Trends That Are Changing The World. URL: https://www.businessinsider.com/the-global-20-2012-5.
Downloads
Published
How to Cite
Issue
Section
License
Journal Medical Informatics and Engineering allows the author(s) to hold the copyright without registration
The majority of Medical Informatics and Engineering Open Access journals publish open access articles under the terms of the Creative Commons Attribution (CC BY) License which permits use, distribution and reproduction in any medium, provided the original work is properly cited. The remaining journals offer a choice of licenses.
This journal is available through Creative Commons (CC) License CC-BY 4.0
