A Framework for Technology Enhanced Education in Orthopaedics: Knee Surgery Case Study
The paper presents a framework for technology enhanced education (TEE) in orthopaedics aimed at employment of ubiquitous information and communication technology (ICT) and digital technologies in order to compensate for an unaffordable learning environmen
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University of Kragujevac, Faculty of Engineering, Sestre Janjic 6, 34000 Kragujevac, Serbia University of Kragujevac, Faculty of Medical Sciences, Svetozara Markovića 69, 34000 Kragujevac, Serbia 3 Clinical Centre Kragujevac, Clinic for Orthopedics and Traumatology, Zmaj Jovina 30, 34000 Kragujevac, Serbia 4 University of Belgrade, Faculty of Organizational Sciences, Jove Ilića 154, 11000 Belgrade, Serbia 5 Materialise HQ, Technologielaan 15, 3001 Leuven, Belgium 2
Abstract— The paper presents a framework for technology enhanced education (TEE) in orthopaedics aimed at employment of ubiquitous information and communication technology (ICT) and digital technologies in order to compensate for an unaffordable learning environment. On the other side, the concept involves both (bio)engineers, ICT specialists, and orthopaedic surgeons in an interprofessional collaboration, leveraging multidisciplinary approaches to improve the quality of clinical-oriented education. Preliminary results indicate increased motivation and satisfaction of both the learners and educators. Keywords— Technology enhanced education, 3D modeling, Augmented reality, Orthopaedics, Bioengineering.
I. INTRODUCTION
Traditional approaches to medical education have two stages: formal "classroom" knowledge (with clinical experience), and hospital apprenticeship. These involve theoretical classes and lab exercises and training aimed at gaining practical clinical-oriented knowledge. However, big discrepancies exist, in terms that students are not sufficiently exposed to different clinical settings during training and are not well equipped to identify essential health problems and provide solutions. In order to overcome underlying deficiency and provide better education for real-world health problems, schools of medicine employ different kinds of simulators, mannequins and partial- and full-body task trainers, patient-simulation rooms and laboratories, sophisticated training stations for surgical skills, and other advanced digital equipment [1-3]. These are oriented towards efficiently gaining additional knowledge and experience through studying hypothetical patient cases. Combined with interaction with real patients and assistance with treatment throughout clinical practice, students have supervisory guidance in gaining competences for addressing real clinical problems. Such a combination of meaningful and instructive clinical experiences and academic learning is interwoven throughout medical education. © Springer Nature Singapore Pte Ltd. 2018 H. Eskola et al. (eds.), EMBEC & NBC 2017, IFMBE Proceedings 65, DOI: 10.1007/978-981-10-5122-7_64
Additionally, it fully complies with the objectives set in European and worldwide strategies and standards [4-6]. However, in some cases availability of these advanced learning aids, approaches and facilities is highly dependent on national and institutional economic capabilities. Consequently, educators, learners and trainees are facing a lack of adequate facilities required for a proper response to the challenge o
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