Digital Innovations in Healthcare Education and Training

1st Edition - September 8, 2020
Editors: Stathis Th Konstantinidis, Panagiotis D. Bamidis, Nabil Zary
Language: English
Paperback ISBN:
9 7 8 - 0 - 1 2 - 8 1 3 1 4 4 - 2
eBook ISBN:
9 7 8 - 0 - 1 2 - 8 1 3 1 4 5 - 9

Digital Innovations in Healthcare Education and Training discusses and debates the contemporary knowledge on the evolution of digital education, learning and the web and its integ… Read more

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Digital Innovations in Healthcare Education and Training discusses and debates the contemporary knowledge on the evolution of digital education, learning and the web and its integration and role within modern healthcare education and training. The book encompasses topics such as healthcare and medical education theories and methodologies, social learning as a formal and informal digital innovation, and the role of semantics in digital education. In addition, it examines how simulation, serious games, and virtual patients change learnings in healthcare, and how learning analytics and big data in healthcare education leads to personalized learning.

Online pedagogy principles and applications, participatory educational design and educational technology as health intervention are bridged together to complement this collaborative effort. This book is a valuable resource for a broad audience, both technical and non-technical, including healthcare and medical tutors, health professionals, clinicians, web scientists, engineers, computer scientists and any other relevant professional interested in using and creating digital innovations for healthcare education and training.

Cover
Title page
Contents
Copyright
Contributors
Preface
Part One: Digital Innovations - A primer
Chapter One: Introduction to digital innovation in healthcare education and training
Abstract
Introduction
Pedagogy and online pedagogy
Co-creation value
Innovations coined the digital innovation in healthcare education and training (research) area
Book structure
Chapter Two: Serious games, simulations, and virtual patients
Abstract
Part Two: Digital Innovations - Design considerations
Chapter Three: Designing digital education and training for health
Abstract
Toward a theoretical framework for designing digital education and training
Instructional (pedagogical) design models
Reusable learning objects—an evidence-based digital e-resource design for healthcare training and education
Using a design and development methodology
Quality and evaluation
Discussion
Chapter Four: The role of technical standards in healthcare education
Abstract
Introduction
Standards in curriculum development
Standards in virtual patients and user behavior
Standards in assessment
Conclusions
Chapter Five: Internet of Things in education
Abstract
Introduction
Defining the Internet of Things in education
Internet of Things in Healthcare
Technologies used for Internet of Things
Security challenges for Internet of Things
Theoretical underpin
Pervasive, context-aware or location-based games for education
The case of the ViRLUS—a virtual reality learning ubiquitous space for “real” games
Conclusion
Chapter Six: Social web and social media’s role in healthcare education and training
Abstract
Introduction
Background
Use of social media in healthcare education and training
Role of educators
Professionalism within the disciplines
Conclusion
Part Three: Implementing Digital Innovations
Chapter Seven: Implementing digital learning for health
Abstract
Core precepts I: medical education discourse and the molding of healthcare experts
Core precepts II: implicit experiential learning and intelligent educational group practice
Putting theory into practice; hurdles and advantages of implementation
Implementing experiential learning for health I; from Web based virtual patients to 3D virtual environments
Implementing experiential learning for health II; virtual, mixed reality and the educational living lab
Toward mixed reality educational living labs I; supporting repurposing of Web assets to 3D immersive learning environments
Toward mixed reality educational living labs II; co-creative immersive educational spaces
Toward mixed reality educational living labs III; visualizing the mixed reality educational living lab
Chapter Eight: Artificially intelligent chatbots for health professions education
Abstract
What are chatbots?
Chatbots for educational purposes
Chatbots for health professions education
Artificially intelligent chatbots for HPE: the VoxScholar project
Lessons learned with chatbots in health professions education
Conclusion
Chapter Nine: Learning analytics, education data mining, and personalization in health professions education
Abstract
Personalization of health professions education through learning analytics and education data mining
Introduction to analytics in health professions education
Does HPE have the data to do learning analytics and EDM?
Personalization, feedback, decision-support, and self-directed learners
Structuring data-informed conversations and action in health professions education
Limitations and concerns for personalization within HPE
Future considerations for personalization in HPE
Conclusion
Part Four: Evaluating and sustaining Digital Innovations
Chapter Ten: What’s in your medical education data warehouse? Interviews with 12 US medical schools
Abstract
A brief introduction to education data warehouses
Defining education data warehouses (EDWs)
Scope of, and imperatives for, EDWs
Environmental scan: methodology
Results
Discussion
Future considerations for EDWs and learning analytics
Conclusion
Appendix A. Semi-structured interview
Chapter Eleven: Teaching and integrating eHealth technologies in undergraduate and postgraduate curricula and healthcare professionals’ education and training
Abstract
Introduction
eHealth education curriculum
Postgraduate level
Continuous professional education—Tele-Prometheus paradigm
Current and future eLearning technologies in healthcare education
Index

Stathis Th Konstantinidis

Assistant Professor Stathis Konstantinidis holds a PhD in Medical Sciences focusing on Medical Education Informatics from Aristotle University of Thessaloniki in Greece. He received his bachelor Degree in Computer Science from University of Crete, Greece, in 2004 and his MSc in Medical Informatics from Aristotle University of Thessaloniki, Greece, in 2007. He has over 10 years’ experience on EU, National (Greek) and interregional funded projects serving from different roles including project and technical manager and project coordinator. He has published 1 book, 10 book chapters, 10 journal papers and over 30 peer reviewed conference papers. From 2006 until 2011 he was teaching at Technological Educational Institute of West Macedonia, Kozani, Greece. At the same time he was a research associate at the Aristotle University of Thessaloniki in Greece (2005-2012). He was a researcher (2012-2015) for more than two years at the Northern Research Institute (NORUT) based at Tromso, Norway, where he was the project coordinator of CAMEI (FP7 - CSA) (www.camei-project.eu). He served as the OKFN Norwegian Ambassador (2013-2016) and he is a member at large of the Global Healthcare Workforce Council (GHWC). He co-organized many special tracks in different conferences and co-chaired the 2nd International Conference on Medical Education Informatics (MEI 2015) and the CAMEI Summer School. His research includes among other social networking, collaborative e-learning, social media, content sharing, retrieval and repurposing, educational standards, medical education informatics, virtual patients, linked open data, semantic web, serious games, gamification, and eHealth.

Affiliations and expertise

School of Health Sciences, University of Nottingham, UK

Panagiotis D. Bamidis

Panagiotis Bamidis, Associate Professor of Medical Education Informatics, leads the research teams of the Lab of Medical Physics. He has been the coordinator of large European projects (www.meducator.net; www.longlastingmemories.eu, www.epblnet.eu, www.childrenhealth.eu,) as well as the principal investigator for a number of national and international funded projects (more than 30 in total). He is currently coordinating a H2020 project SmokeFreeBrain (www.smokefreebrain.eu) aiming to address the effectiveness of a multi-level variety of interventions aiming at smoking cessation. His research interests are within technology enhanced learning (semantic web, big data, web2.0, serious games, virtual patients) and Affective and Physiological Computing and HCI. His publication record consist of more than 80 international refereed journal papers, and over 250 international peer reviewed conference papers, as well as several book chapters / edited conference proceedings volumes and over some 480 citations. In addition, he has been acting as a referee in more than 20 journals, and as Guest Editor in more than 12 journal special issues. He is a board member of the Greek Federation of Alzheimer's Associations, the Society of Applied Neuroscience, the Greek Association of Space Medicine Research, the Open Knowledge Foundation, and past member of the Alexander Innovation Zone of Thessaloniki, GR. He is currently a president of the Hellenic Society for Biomedical Technology (ELEVIT). He has been the Chairman/Organizer of seven international conferences (iSHIMR2001, iSHIMR2005, MEDICON2010, GASMA2010, SAN2011, MEI2012, MEI2015) and the Conference Producer of the Medical Education Informatics Conference Series (MEI2012, MEI2015) as well as Web Technologies for Medical Education Spring School Series. In 2009, he was awarded the Prize of the AUTH Research Committee for the Best Track Record in funded research projects among AUTH young academic staff. In 2015, he was awarded the title of the Honorary Professor of Karaganda State Medical University, Kazakhstan, as well as the Pospelov Medal for his contributions to Medical Education development by the same University.

Affiliations and expertise

School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece

Nabil Zary

Nabil Zary received both his MD (1992) and PhD (2007) from KI and his thesis work focused on medial simulation. Dr. Zary is Associate Professor of Medical Simulation and eLearning. He is the director of the Laboratory for Emerging Technologies at the Department of LIME at KI. He is also Visiting Associate Professor at the Lee Kong Chian School of Medicine in Singapore, a partnership between Nanyang Technological University (NTU) and Imperial College London. He further serves as a senior consultant at Collège des Hautes Etudes en Médecine. Dr. Zary has served as coordinator of the Karolinska Institutet edX MOOC initiative (KIx) at edX, as well as the Compulsory Introduction to Doctoral Education at Karolinska Institutet. He is the former founding director of the Centre for Learning and Knowledge (CLK) at KI and the technical director for the Wallenberg Global Learning Network (Stanford). Dr. Zary has a long experience of international projects and supervises postgraduates (currently 6) focusing on e-learning and e-health research and innovation. He is the main author of 60 scientific publications and 80 conference presentations. Dr. Nabil Zary is currently leading the European branch of the ANSI accredited MedBiquitous standardization initiative.

Affiliations and expertise

Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates

Life Sciences

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Digital Innovations in Healthcare Education and Training

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Innovate. Sustain. Transform.

Institutional subscription on ScienceDirect

Stathis Th Konstantinidis

Panagiotis D. Bamidis

Nabil Zary