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Introduction

There is no ‘universal’ definition of Technology Enhanced Learning (Kirkwood & Price 2014) but a useful broad definition is that used by the AMEE Technology Enhanced Learning Committee: 

“enhancing teaching and learning by the use of general education technologies with special emphasis on the education pedagogies underlying their use.” 

Technology is increasingly used in both simulation and in the provision of healthcare (medical informatics) but applicants are advised to carefully consider the appropriateness of activities in their application for ASPIRE Recognition of Excellence in Technology Enhanced Learning, in particular: 

Simulation

The ASPIRE Recognition of Excellence in Simulation documentation provides a definition that states simulation is a “technique, not a technology that replaces or amplifies real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner” (Gaba 2004) but it is highlighted that simulation may include a range of technologies. Many educators are extensively using technology in simulation but it is expected that applications for the ASPIRE Recognition of Excellence in Technology Enhanced Learning will provide broad evidence of the use of technology in education that is in addition to any examples of the use of technology in simulation. 

Medical Informatics

Medical Informatics has been defined as “the field of information science concerned with the analysis, use and dissemination of medical data and information through the application of computers to various aspects of health care and medicine”. 

https://www.nlm.nih.gov/tsd/acquisitions/cdm/subjects58.html

The use of technology in medical informatics can have an educational purpose, such as the integration of diagnosis and decision aids in teaching clinical decision making and the teaching of telemedicine (virtual medicine) skills, but it is expected that applications for the ASPIRE Recognition of Excellence in Technology Enhanced Learning will provide broad evidence of the use of technology in education in addition to any examples of the use of technology in medical informatics. 

The Panel will exercise their judgment as to the scope of any institutional submission to ensure that the main focus is on Technology Enhanced Learning. 

Digital Literacy

There is increasing awareness of the importance of institutions in developing the “Digital Literacy” for all faculty /teaching staff and students, since it is essential for future healthcare (Frenk et al 2010) and is also it is an essential and integral aspect of Technology Enhanced Learning. These considerations apply across the continuum of medical education, from basic to postgraduate to continuing professional development. 

Digital Literacy has been defined as “the capabilities that fit someone for living, learning, working, participating and thriving in a digital society”. 

https://www.hee.nhs.uk/our-work/digital-literacy

Six key Digital Literacy capabilities have been proposed: 

  • Digital identity, wellbeing, safety and security 
  • Communication, collaboration and participation 
  • Teaching, learning and self-development 
  • Information, data and content 
  • Creation, innovation and research 
  • Technical proficiency 

Social Media

An essential aspect of Digital Literacy is the appropriate and responsible use of social media by both faculty/teaching staff and students in an institution.  

https://www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/doctors-use-of-social-media

The use of social media has become ubiquitous in the personal and professional lives of many faculty /teaching staff and students. Social media can be considered to be any online interaction that involves a conversation, participation, sharing content or networking. Examples include: 

  • social networking (eg Facebook, Whats App) 
  • blogs and microblogs (eg Twitter) 
  • collaboration (eg Skype, Zoom) 
  • content sharing (eg Instagram, YouTube) 
  • membership or interest groups (eg doctors.net, FOAMed) 

However, there are important ethical principles that apply to the use of social media, which highlight the need to maintain appropriate professional boundaries, take care not to breach patient confidentiality and to respect patients and colleagues in any comments. 

References 

Frenk, Julio, et al. ‘Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World’. The Lancet, vol. 376, no. 9756, 2010, pp. 1923–58, https://doi.org/10.1016/S0140-6736(10)61854-5.

Gaba, D. M. ‘The Future Vision of Simulation in Health Care’. Quality and Safety in Health Care, vol. 13, no. suppl_1, Oct. 2004, pp. i2–10, https://doi.org/10.1136/qshc.2004.009878.

Kirkwood, Adrian, and Linda Price. ‘Technology-Enhanced Learning and Teaching in Higher Education: What Is “Enhanced” and How Do We Know? A Critical Literature Review’. Learning, Media and Technology, vol. 39, no. 1, Jan. 2014, pp. 6–36, https://doi.org/10.1080/17439884.2013.770404.