Learning methods and pedagogy are shifting in clinical education. In particular, incorporating technology is increasingly important for training health professionals, where the necessary knowledge acquisition is typically much more experiential, self-directed, and hands-on than many other disciplines. Virtual or mixed reality interventions are becoming more accessible and can be delivered through various modes in a way that integrates directly into learning environments. However, there are often limits to the capacity of the technology, leaving educators unclear of which technologies are useful, and how they can be integrated into the learning environment. This chapter provides an overview of virtual and augmented reality; holograms and mixed reality; virtual dissection tables; social media; mobile applications and devices; 3D printing; online hosted video; simulation with technology enhanced learning; serious games; e-learning; and audience response software. We provide insight into the use of technology in health professions and clinical education by defining the types of technologies and exploring published use-cases across disciplines.
|Title of host publication||Clinical Education for the Health Professions: Theory and Practice|
|Editors||Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough|
|Place of Publication||Singapore|
|Number of pages||25|
|Publication status||E-pub ahead of print - 5 Feb 2020|
Moro, C., Stromberga, Z., & Birt, J. R. (2020). Technology considerations in health professions and clinical education. In D. Nestel, G. Reedy, L. McKenna, & S. Gough (Eds.), Clinical Education for the Health Professions: Theory and Practice (pp. 1-25). Singapore: Springer. https://doi.org/10.1007/978-981-13-6106-7_118-1