Technology-Enhanced Faculty Development: Future Trends and Possibilities for Health Sciences Education
- PDF / 721,348 Bytes
- 10 Pages / 595.276 x 790.866 pts Page_size
- 37 Downloads / 196 Views
COMMENTARY
Technology-Enhanced Faculty Development: Future Trends and Possibilities for Health Sciences Education Yusuf Yilmaz 1,2 & Sarrah Lal 1,3,4 & X. Catherine Tong 5 & Michelle Howard 5 & Sharon Bal 5 & Ilana Bayer 3,6 & Sandra Monteiro 1,7 & Teresa M. Chan 1,8,9 Accepted: 1 October 2020 # International Association of Medical Science Educators 2020
Introduction Engagement is the focus of technology-enhanced faculty development. Unfortunately, faculty development (i.e. “teaching the teacher”) can sometimes fail to mirror the advances we have created for our students, leaving room for innovation, modernization, and change [1]. While research has shown learning outcomes can be somewhat equivocal for traditional approaches to teaching compared to technology-enhanced ones [2–4] sometimes favouring lower technology approaches [5, 6], continued use of “the same boring methods” certainly limits the level of learner engagement. Practically speaking, unengaged faculty will not pursue learning objectives. Technology-enhanced faculty development supports various benefits, from access to
* Yusuf Yilmaz [email protected] Sarrah Lal [email protected] X. Catherine Tong [email protected] Michelle Howard [email protected]
content through diverse device options (e.g. mobile phones) to interaction with content via instant feedback options (e.g. interactive video, online quiz). Additionally, with distributed and online education models growing, innovative education technology can vastly improve access to education. Online learning technologies have been developed for educational contexts (e.g. learning management systems [LMS], elearning authoring tools), but there are also various technologies targeted for public use so that any internet user can access (e.g. search engines, social media, productivity platforms) which may also be incorporated into our faculty lives. Without careful planning, blending multiple technologies can fail to achieve desired faculty learning outcomes—or worse, become a deterrent to faculty using these technologies [1, 7–9]. In this paper,
2
Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
3
MacPherson Leadership in Teaching and Learning Fellowship, McMaster University, Hamilton, Ontarion, Canada
4
Michael G. DeGroote Initiative for Innovation in Healthcare and Division of Education & Innovation, Department of Medicine, McMaster University, Hamilton, Ontario, Canada
5
Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada
6
Department of Pathology and Molecular Medicine, Faculty of Health Sciences Learning Technologies Lab, McMaster University, Hamilton, Ontario, Canada
7
Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, Ontario, Canada
8
Program for Faculty Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
9
Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada
Sharon Bal [email protected] Il
Data Loading...
