In this post I will focus on the concepts, principles and personal perspectives of using education technology in medical education, its purpose, impact, necessity and challenges. What it means to me and to my students. How they are learning in an authentic space, the process, advantages and challenges.

I teach applied human anatomy and physiology at graduate and post-graduate level at two different universities; the cohort of students age range from 18 to 67 years. I have one of the best jobs in the world because I work in an industry which is ever evolving, and I get to work with people who are creative, insightful and energetic. 27 years of basic human medical sciences teaching experience have taught me that two things are needed: evidence based smart education technologies and relationship with students in a student-centered classroom environment. We are in one of the great times of advancements and innovations and this is a great time to study technology in education, in the past decade technology in education was merely a word without actual digital or methodological input in teaching. We are in 21^st century with smart and ultra-modern evidence-based education technologies and methodologies which are helping both the students as well as the facilitators (Office of Education Technology, 2017). I will discuss in detail how education technology is used in basic medical sciences, how it resonates with me, how I use it, what are the challenges.

My experiences teaching human anatomy and physiology without technology.

Human anatomy and physiology are foundation subjects in medical education, and to succeed in this basic medical sciences subject, students are subjected to various methodologies, pedagogies, and terminologies (Charkhat Gorgich E A, 2017). This subject in the initial days of the exposure to students, either makes them or breaks them, because of the overwhelming terminologies, complex concepts and practical dissections on a human cadaver. The terminologies and the associated language of human anatomy and physiology are totally alien for the fresh students, at this time, I have seen subsequent dropout of the students from the college. In addition to this overwhelming experience, when the students are exposed to the dissection of human cadaver, majority of them show the signs of grief, sorrow and emotional disturbances. The walk itself in the anatomy dissection lab for some students is really challenging because of the smell of strong chemical preservatives and the smell from cadaver.

The above-mentioned student experiences and the physical learning space are not supportive and conducive to the learning environment. As human anatomy and physiology is the fundamental language of medicine, the students need to know the terminologies and language associated with it. The teaching process requires the usage of approximately 9,000 medical terminologies and various sessions of practical dissections on human cadaver throughout the duration of course, students learning processes are slow and challenging in the earlier days (Dissabandara, 2015). I will now explain what I teach and how I use technology in my teaching practice.

My experiences teaching human anatomy and physiology with technology.

I love my job and I have a passion to educate and learn, I love technology in education, and I am very fond of corroborating 4c’s concept while implementing technology in my teaching: collaboration, communication, critical thinking and creativity. Collaboration helps me achieve a common goal by working together as a team with the students. Effective communication helps me convey my ideas to the students and students in turn have an open platform to convey their ideas. As a team critical thinking is all about providing solutions to the problems and it helps me to be closer to my students and lastly creativity with the help of technology helps me and my students think outside the box (Applied Education Systems, 2019). I am proactive in taking part in continuous education development workshops, conferences and seminars to keep abreast with the advancement in both methodologies and latest technologies in education.

I am focused on using latest technologies in my teaching practice, as it helps me deliver the complex human anatomical and physiological concepts in detail with ease and positive outcome. The usage of variety of resources and creative technologies in my teaching practice have reduced the overwhelming and emotional response of my students. We no longer go to the anatomy dissection lab regularly, instead we use creative pedagogical methods along with the traditional didactic method of teaching and then apply the principles of learning using latest technology, instead of performing a traditional cadaver dissection, I use innovative digital materials like stereoscopic images, 3d computer-based models, virtual dissecting table, immersive simulation visualizations, virtual reality, augmented reality and holograms (Petersson, 2009).

What it means to me and to my students.

The usage of above-mentioned pedagogies and latest technologies have increased student interactivity, the level of creative thinking increased. The exercises became very easy for me to facilitate and for the students, they could easily assimilate and synthesize the anatomical facts that they have just heard in the lecture and seen in the cadaver on the virtual dissecting table. When the concepts were explained to the students, they were not just receiving knowledge or being lectured, they started to understand the concept on a completely different level, which was deeper and more ingrained than it’s not just something that they see and forget. The most important outcome is every student is engaged and is a part of the team. I feel like I am in real terms of student-centered atmosphere by cooperating at the students’ level, by getting involved in the problem solving and allowing the students to learn with different styles using the powerful tools of technologies in understanding and learning. The human anatomy and physiology have both the components of critical thinking and project-based learning, the usage of technology has helped me, and my students achieve the learning outcomes of the micro and the macro concepts of the course (The University of Adelaide, 2019).

Learning space

The traditional learning space is replaced by authentic and more interactive learning space. In comparison with traditional learning space, which required physical presence in an anatomical dissection lab, the students are more relaxed, focused, engaged and creative (Sawers, 2016). The usage of authentic learning space in the form of virtual dissection table allows us to reconstruct the section of two-dimensional images into three-dimensional images with the help of software. I as a lecturer and facilitator can demonstrate and dissect through the body in layers or select human body structure sections to display on big screen projector in real time, and establish a rock-solid visual understanding of anatomical relationship of various body organs and organ systems, this is something that I can’t do on a cadaver in physical traditional space (Hoyek, 2014).

The impact on learning in an authentic space and its advantages

The use of technology and adaptation of new methods in teaching enhanced the ability of my students to understand and demonstrate the fundamental concepts, terminologies and the application of language of anatomy. They were able to do more in the class sessions, solve problems, remember and retain the gained knowledge. The advantages of authentic space: Authentic space classroom atmosphere helped me and my students in achieving real-world learning tasks with a flexible and evolved learning space, because we were using the virtual dissection table, student were free to move around the projected holographic cadaver image,     students were free to choose and select most of the relevant content for their learning, students demonstrated different approaches of problem solving for the given topic, real time regular and frequent feedback was delivered with informed instructions, peer respect and knowledge is shared, demonstration of understanding increased by the free choice, creativity increased and lastly assessments were based on understanding and the knowledge gained (Stanford University, 2019). The major outcome is that students have 24/7 access to the technology, they can use it anywhere and at any time, this helps them to learn, build up knowledge and reconsolidate their concepts about the human anatomy and physiology. It is quite evident the students are totally involved in learning by solving the real problems in real time. The authentic learning space have provided them the student-centered atmosphere, they were able to take ownership, solve the project-based learning activities and were clearly demonstrating applied understanding (Peter Goss, 2017).

The advantages I have successfully accomplished

The usage of stereoscopic images, 3d computer-based models, virtual dissecting table, immersive simulation visualizations, virtual reality, augmented reality, holograms along with 4C’s corroboration has helped me achieve the following:

Enhanced and close contact between students and myself.

Cooperation and reciprocation are increased.

Creation of active and integrated learning atmosphere.

Real time and prompt feedback are made possible.

Strong emphasis on completion of task on time.

Accommodation of diverse talents and different ways of learning (Oblinger, 2019)

Challenges using technology in medical education

There are too many teachers assume that they are competent and assume that students are learning and there are too many students who assume that they know how to use technology for learning, but in fact they are doing it totally wrong. Competency, effective and ethical use of technology by the facilitators is an overall issue and a standing challenge (Latham, 2019). Improper setup by the service providers can be a hindrance to learning. The assumptions and prejudices from students are ever growing, they assume that after finishing the course on augmented reality based virtual dissection table, they think that they will be able to perform autopsies and can perform real time dissections on human cadaver. The other challenges what I face on regular basis are:

Distractions in class, because of the usage of hologram projections and other virtual reality-based technologies (Digital distraction and dependency).

Shorter attention periods, some of the students have very short attention spans.

                  Playing with the digital equipment rather than learning  (Rodríguez-González, 2019).

As an educator I find it difficult sometimes to bring to attention of the students some fundamental concepts as they get carried away very easily, especially when they are using immersive technologies.

Outsourcing help for assignments. This is my major concern and a great challenge for me, academic integrity is at risk in certain areas when we are using technology in education (Mellar, 2018).

Ease of accessibility may create unethical use of technology.

Security and privacy, the risk factors are more prevalent when the students are in online classrooms (Study.com, 2019).

Conclusion

In conclusion I am blessed to have the required competencies in my field of teaching and usage of technology. However, majority of the medical and health universities in the developing countries as well as some developed countries still lack the basic framework of latest technology in medical education. The main issue I would like to highlight here is that technologies like stereoscopic images, 3d computer-based models, virtual dissecting table, immersive simulation visualizations, virtual reality, augmented reality and holograms are not easily available to the lecturers and students in many countries. This might be a hindrance in getting the students creative, collaborative and interactive. The teachers will not be able to engage and facilitate student and may not be able to give real time feedback (Codd, 2011). Continuous learning, critical thinking, problem solving, creativity, interactivity, communication and collaboration are the key aspects of the teaching and learning (Anna Rosefsky Saavedra, 2012). Furthermore, I would like to discuss here in addition to the usage of latest digital technology in providing human anatomy and physiology education, the importance and incorporation of various education technology models like Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework (Matthew J. Koehler, 2019), SAMR Model developed by Dr. Ruben Puentedura (Puentedura, 2019) and artificial intelligence has helped me in many ways, I have a full attendance of students and they are always looking forward for lectures and sessions conducted using the amalgamation of digital technology and mentioned education models.

References

Anna Rosefsky Saavedra, V. D. (2012). Teaching and Learning 21st century Skills: Lessons from the Learning Sciences. Sydney: Rand Corporation.

Applied Education Systems. (2019, November 27). What Are the 4 C’s of 21st Century Skills? Retrieved from Applied Education Systems: https://www.aeseducation.com/career-readiness/what-are-the-4-cs-of-21st-century-skills

Charkhat Gorgich E A, S. M. (2017). Medical Students Knowledge About Clinical Importance and Effective Teaching Methods of Anatomy. Shiraz E-Med Journal, 18(12):e14316. doi:doi: 10.5812/semj.14316.

Codd, A. &. (2011). Virtual Reality Anatomy: Is it Comparable with Traditional Methods in the Teaching of Human Forearm Musculoskeletal Anatomy? Anatomical sciences education, 4. 119-25. doi:10.1002/ase.214

Dissabandara, L. O. (2015). Role of cadaveric dissections in modern medical curricula: a study on student perceptions. Anatomy & cell biology, 48(3), 205–212. doi:doi:10.5115/acb.2015.48.3.205

Hoyek, N. &. (2014). Effectiveness of Three-Dimensional Digital Animation in Teaching Human Anatomy in an Authentic Classroom Context. Anatomical sciences education, 7-10.

Latham, G. (2019, December 7). What are the qualities required of teachers to teach 21st century learners? Retrieved from Researchgate: https://www.researchgate.net/post/What_are_the_qualities_required_of_teachers_to_teach_21st_century_learners

Matthew J. Koehler, P. M. (2019, December 7). The Technological Pedagogical Content Knowledge Framework . Retrieved from punyamishra: https://www.punyamishra.com/wp-content/uploads/2013/08/TPACK-handbookchapter-2013.pdf

Mellar, H. P.-F. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives. International Journal for Educational Integrity, 14, 2 . doi: doi:10.1007/s40979-018-0025-x

Oblinger, D. G. (2019, December 7). Learning Spaces. Retrieved from EDUCAUSE: https://www.educause.edu/ir/library/pdf/pub7102.Pdf

Office of Education Technology. (2017). Reimagining the Role of Technology in Education. Brooklyn: U.S. Department of Education. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf

Peter Goss, J. S. (2017). Grattan Institute Report. Brisbane: Grattan Institute .

Petersson, H. &. (2009). Web-Based Interactive 3D Visualization as a Tool for Improved Anatomy Learning. Anatomical sciences education, 2. 61-8. doi:10.1002/ase.76.

Puentedura, R. R. (2019, December 7). SAMR: A Brief Introduction. Retrieved from Ruben R. Puentedura’s Blog: http://hippasus.com/blog/archives/227

Rodríguez-González, L. U. (2019). Learning Technology for Education Challenges. Switzerland: Springer Nature . Retrieved from https://link.springer.com/book/10.1007%2F978-3-030-20798-4

Sawers, K. M. ( 2016). What Drives Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy? Journal of Learning Spaces, 2-5. Retrieved from http://libjournal.uncg.edu/jls/article/vi

Stanford University. (2019, December 5). Body image: Computerized table lets students do virtual dissection. Retrieved from Stanford University: https://med.stanford.edu/news/all-news/2011/05/body-image-computerized-table-lets-students-do-virtual-dissection.html

Study.com. (2019, December 7). Ethical Issues with Using Technology in the Classroom. Retrieved from Study.com: https://study.com/blog/ethical-issues-with-using-technology-in-the-classroom.html

The University of Adelaide. (2019, December 3). Collaborative learning — annotated bibliography. Retrieved from The University of Adelaide: https://myuni.adelaide.edu.au/courses/24276/pages/collaborative-learning-annotated-bibliography?module_item_id=1036925