Medical Education for YouTube Generation
E-Learning - Engineering, On-Job Training and Interactive Teaching
E-Learning -Engineering, On-Job Training and Interactive Teaching 158 supported by information and communication technologies, eg. development of e-learning portals. We are presenting the educational portal Mefanet as a unique solution. The outcomes of the project including student feedback are presented as figures, graphs and verbatims. The section ends with a brief proposal for developers of case-based learning environment in medicine. The methods used to compile this chapter included
... orming, literature review, deduction, curriculum re-design, web-portal development, qualitative analysis of attitudes, and statistical analysis. Online learning in medical education Medicine is a sophisticated mix of knowledge, skills, behaviour and attitudes. Learning goals can be achieved by different modalities from face-to-face lecturing, bedside teaching & learning, mentoring, small-group learning, self-study, self-assessment etc. Since 1990, the rapid spread of internet-based technologies has been leading to the breath-taking metamorphosis of medical curricula, particularly due to e-learning. E-learning solutions can be implemented in most areas of undergraduate and continuing medical education, in particular knowledge acquisition, skills training, attitudes development, formative and summative assessment (Genn, 2001; Dent & Harden, 2009a, b). Even though the core patient requirements and expectations of doctors remain more or less the same as they have been across the centuries, nowadays future doctors must get ready for changing conditions of healthcare services delivery with a patient as an important partner in the decision-making process (Dent & Harden, 2009b) . A new profile of healthcare professionals is posing demands on educators and modes of knowledge delivery. It should be taken into consideration that future doctors need informed professional educators, not merely amateur tutors. The newly developed, innovated, revised, and/or re-designed curricula are characterized by a decrease in volume of factual knowledge presented face-to-face, emphasis on adult learning styles, self-directed learning, problem-solving, critical thinking, shift from passive to active learning and performance (Choules, 2007). Their milestones include cultivation of communication skills, thorough and responsible preparation for professional life, efficient teamwork and readiness for implementation of evidence-based practice. In 1998, Towle (Towle, 1998) formulated a set of future challenges in the process of both undergraduate and continuing medical education to make conditions to teach and learn traditional professional skills in information society era. In particular, he emphasized the following activities: teaching scientific behaviour, promoting use of information technology, respecting new doctor-patient relationships, enhancing educational competences of medical teachers, extending learning delivery modalities in medical curricula, and ensuring guided participation of students in clinical situations. 2.