Technology in Teaching

Integrating technology for effective teaching, especially in a medical education context.

Content
Introduction
1.1 Heading 1 (Problem Statement)
1.2 Heading 2 (Objective)
Literature review
1.3 Heading 3 (Using Technology to Meet the Challenges of Medical Education1
Methodology)
1.4 Heading 4 (Technological Pedagogical Content Knowledge Among Medical Educators:
What Is Our Readiness to Teach With Technology?)
1.5 Heading 5 (How Does ChatGPT Perform on the United States Medical Licensing
Examination? The Implications of Large Language Models for Medical Education and
Knowledge Assessment)
1.6 Heading 6 (Medical Education in the Era of Advancing Technology)
1.7 Heading 7 (Medical education trends for future physicians in the era of advanced
technology and artificial intelligence: an integrative review)
Results
1.8 Heading 8 (Questionnaire made with students on private universities in Albania.)
1.9 Heading 9 (Experience with remote teaching from a young lecturer during covid-19.)
1.10 Heading 10 (Experience of a student at the state medical school and after university life
working on the emergency department.)
Discussion and Conclusions
1.12 Heading 12 (VR in traditional lectures.)
1.13 Heading 13 (A transcription application that converts spoken lessons into written format.)
1.14 Heading 14 (Virtual reality.)
1.15 Heading 15 (Pros and Cons of technology in medical education.)

Prepared By: Emiranda Kaloshi, Geisi Belishta, Nuhi Muçmata

 Introduction

1.1 Problem Statement

Education follows technology every time the latter takes another step. This is an unavoidable
process for many reasons, starting from the fact that we can reach the required information more
quickly through technology. Thus, the one who is in search of knowledge can find a categorized
information without getting too tired and without wasting much time.
When we talk about medical fields, the importance of technology is undeniable. For the great
responsibility that this profession carries over what is most valuable for humans, life itself. In
this way, we can agree that in order to have good medical teams, we must educate them properly.
We can get the benefits of technology when we are in the auditorium where we can have a good
integration of information and its illustration.
Technology can help in education not only in the absorption of what is basic theoretical
information but also in the practical preparation for what awaits the doctor after university life.
We cannot deny that medical students are given the opportunity to practice in different facilities.
But it is difficult to meet the urgent needs of practices, because the amount and types of patients
are not always predictable or sufficient. The responsibility that can be given to a student against
a case of a real patient is limited and not without reason, he does not have the proper experience
to handle the case.

1.2 Objective
The purpose of this short presentation is to highlight the need for greater inclusion of
technology in medical education. We will see how these needs can be met to make effective
teaching possible. The knowledge must not be only given, it should be taken by the one who
seeks knowledge. We will also suggest some ideas on what we believe could help in enhancing
the teaching methods, thus making for a greater efficacy on learning.
 Literature review

1.3 Using Technology to Meet the Challenges of Medical Education1 Methodology

Medical education integrates diverse technologies, each with unique approaches, sharing
common components and instructional potential. The use of digital games, particularly "serious"
games, is on the rise as effective training tools, especially for aspiring surgeons.
Simulation plays a crucial role in medical education, replicating real-world scenarios and
offering a spectrum of educational goals. Virtual Reality (VR) simulation recreates environments
through computer-generated images, providing realistic training experiences, such as MIST VR
for laparoscopy skill development.

1.4 Technological Pedagogical Content Knowledge Among Medical Educators: What Is

Our Readiness to Teach With Technology?

In this article, there was made a

survey(TPACK MedEd survey). The TPACK
MedEd survey revealed a need for faculty
development in technology and pedagogy in
medical education. CU addresses this through
the Academy of Medical Educators, offering
structured programs in teaching, clinical
instruction, and curriculum development. The
study suggests the Academy's programs may
explain the higher PK ratings for CU faculty
compared to UC Irvine. Both institutions lack
comprehensive programs for technological
knowledge development, with CU's Teaching
Scholars Program focusing on technology
integration. The results underscore the
importance of enhanced instruction,
emphasizing longitudinal faculty development and the role of instructional designers in bridging
knowledge gaps and curricular reforms.
1.5 Heading 5 (How Does ChatGPT Perform on the United States Medical Licensing
Examination? The Implications of Large Language Models for Medical Education and
Knowledge Assessment)
ChatGPT represents a noteworthy advancement in natural language processing models for
medical question answering. Surpassing a 60% threshold on the NBME-Free-Step-1 dataset, the
model demonstrates performance equivalent to a passing score for a third-year medical student.
Furthermore, we emphasize ChatGPT's ability to offer logical and context-rich information in the
majority of responses. Collectively, these findings make a strong case for ChatGPT's potential
applications as an interactive medical education tool, enhancing learning support.

1.6 Heading 6 (Medical Education in the Era of Advancing Technology)

Medical education paradigms are evolving, requiring continuous research and curriculum
updates. Concerns about self-practice are shifting focus to patient safety, quality, and curriculum
restructuring. Educators emphasize digital technology for self-learning. The COVID-19
pandemic accelerated the adoption of teaching technologies.
Educational Videos: Post-COVID-19, healthcare professionals favor videos for teaching clinical
and theoretical knowledge, effectively demonstrating skills and examination methods.
Podcasts: Audiovisual files gained popularity in medical education for their accessibility and
affordability, serving as effective e-learning tools.
Database and Search Engines: Designed for easy access to high-quality research evidence, search
engines organize vast information from various sources.
Simulation: Experiential learning through artificial representations of real-world processes
enhances medical education.
Virtual Learning Environments (VLEs): Online platforms offer interactive courses, assessment
tools, and standard resources for students.
Massive Online Open Courses (MOOCs): Context-focused courses facilitate open dialogue,
providing easy access to accurate information irrespective of time and place.
Artificial Intelligence (AI): Collaborating with AI applications enables doctors to collect and
process vast data for diagnoses and treatment recommendations, transforming healthcare.
1.7 Heading 7 (Medical Education in the Era of Advancing Technology)

Future medical education focuses on:

1) A humanistic approach to patient safety, fostering humanistic doctors and collaboration;
2) Early exposure and longitudinal integration through patient-oriented experiences and
clerkships;
3) Extending beyond hospitals to address community needs and embrace diversity; and
4) Student-driven learning with advanced technology, emphasizing active, individualized,
socially interactive, and accessible learning.
This review identifies trends for undergraduate medical education, providing valuable insights
for curriculum development. Further research is needed to integrate these trends into graduate
and continuing medical education, assessing the impact of innovative programs in diverse
medical schools.
 Results

1.8 Heading 8 (Questionnaire made with students on private universities in Albania.)

100% of the students and teachers asked approved that they use technology daily to study and
research emphasizing the importance of tech tools in our field. Directly or indirectly, even the
emeritus professors use technology in their day to day academical activities.
92.3% answered that their preferred tool to study or research, hence logically more convenient is
using a computer, either laptop or desktop, and that for obvious reasons since it is easier and
much more practical to read, write and research the vast amounts of information that can be
found online.

Majority (61.5%) use Windows as an operating system because it is cheaper and more
accessible.
Almost all students and teachers use online platforms, apps and tools that facilitate their studies
and research, which are created with the sole purpose to make information much easier to
understand and obtain.

Among medical students, the use of medical stimulation software is important in learning some
subjects by heart. Only 23.1% use such tools, emphasizing the growing need for virtual
stimulators to be more open sources and more accessible to students. Medical institutions should
train and educate students in using these digital tools to study and learn, because they make some
abstract subjects easier to understand and grasp.
Technology and tools are not only meant to be used alone, as learning is a process of giving and
exchanging. We learn from interacting with peers and people alike. Platforms online help a lot in
this direction. In Albania, platforms that get together students and professionals are very rare,
almost inexistent. More than 67% use online forums very rarely. More work should be done in
this direction so medical professionals can find a voice and interact.

Practical clinical skills are important in shaping excellent professionals. 85% practice through
online videos. Should medical schools do better in this regard?
Medical exams are one part of the education students struggle with the most. 30.8% of students
responded that they use e-learning, 31% study through videos, making technology and tools a
crucial part of their studying regime. What is alarming, students study in autodidact mode
through random videos online. Should medical schools improve their teaching quality?

Simulated patient models and virtual reality scenarios are a great way to evaluate clinical skills.
Students find it extremely fair to be evaluated in that matter.

As any other method, using technology to study comes with disadvantages. 38.5% find it hard to
concentrate because of distractions online, whereas 30.8% suffer from screen fatigue. A good
balance between studying and resting plus using focus mode on our devices would help
overcoming these obstacles.
Majority of students believe that online quizzes, simulators and augmented reality should be
more incorporated into the medical curriculum so they can learn remotely as well, not only in
autodidact mode.

1.9 Heading 9 (Experience with remote teaching from a young lecturer during covid-
19.)
The pandemic reshaped the landscape of education, profoundly altering how classes were
structured and lessons were imparted. As a young lecturer, transitioning from traditional teaching
to instructing a 200-student cohort via Moodle presented its challenges. While technology
facilitated learning during the crisis, it also posed obstacles.

Teaching through an online platform like Moodle proved less effective, as students' focus
wavered amidst distractions. Their attentiveness, however, largely depended on personal choices.
Yet, without technology, continuing education during the pandemic would have been
implausible. It facilitated academic participation, study, and peer interaction, albeit with
limitations.

Assessing students fairly was a significant hurdle. Traditional evaluation methods like quizzes,
exams, and presentations lacked the depth needed for accurate assessment. Monitoring 200
screens simultaneously, especially with cameras required, was unfeasible. Written assignments
didn't capture technical nuances as effectively as in-person learning. The absence of a whiteboard
for explanations made didactic teaching challenging.

Practical subjects, especially clinical hours, suffered the most. Demonstrating medical equipment
via video fell short of the immersive experience students needed. Despite these limitations,
technology enabled academic continuity, preventing students from falling behind in their studies.

In summary, while online teaching in medical sciences may not be the most effective method,
technology played a vital role in sustaining academic activities during the pandemic, ensuring
students' educational journey persisted, albeit with some compromises.

1.10 Heading 10 (Experience of a student at the state medical school and after university
life working on the emergency department.)
Technology nowadays is something necessary for every student. In my personal experience
as a student, I remember the first year in the faculty of nursing where the technology was
truncated or more precisely the access to the Internet was limited as there was a very high cost of
access. In 2014, there was no technology in the auditoriums or laboratories and the lessons were
still done with blackboards (black pigs as we called them) and not like today where every lecture
takes place in modern laboratories, with modern mannequins and modern technology. I
remember the practice days when we had a mannequin from previous years that we only looked
at and could not use as it was only a number and did not meet the criteria to do the professional
practice as a nurse. I remember the year 2019 when I continued working as a pre-hospital
emergency nurse or as we otherwise know it by the name of the National Medical Emergency
Center, training was done on the modern mannequin. We were able to perform CPR on these
mannequins, measure vital parameters, simulate different cases that helped us in our daily life as
nurses. In the first case that I went to the field as a nurse after the training that I did when we
went to the patient, I remembered the steps that I did in the training and applied them easily to
the patient. And I thought to myself, “If we just had this technology or this mannequin, then
when I was a student, I would be better prepared and I would cope with situations better,
regardless of the fact that I tried to watch or read things from YouTube or from medical sites on
the Internet again it is not the same thing as you practice”.
 Now that I study in a university dominated by technology, I think and say that if we practice
these simulations a lot through VR, the feeling and adrenaline that every medical staff will
experience will be the same feeling experienced by a medical staff in the field with a real patient.
Today's technology is very necessary for every student to develop both professionally and
emotionally.

Discussions and Conclusions

1.12 Heading 12 VR in traditional lectures
The incorporation of Virtual Reality (VR) into educational systems is gaining traction within
university institutions. Particularly in medical education, a compelling proposal involves
integrating VR glasses with specific lectures. This approach aims to enhance information
absorption by enabling students not only to comprehend the material in real-time but also to
facilitate memorization. Drawing parallels with the lasting impact of memorable films,
envisioning an educational experience where all students wear VR glasses to immerse
themselves in a cinematic representation of cellular or organ life is intriguing. The teacher,
equipped with command capabilities, would synchronize the commencement and continuation of
various videos with verbal explanations, creating a fusion of traditional teaching methods with
cutting-edge technology.
Naturally, before implementation, such a project necessitates experimentation to gauge its
effectiveness and address potential challenges, including financial considerations.

1.13 Heading 13 A transcription application that converts spoken lessons into written
format.
Traditional education methods possess inherent value and are not rendered obsolete but
rather integrated with new tools for enhancement. When a lecturer imparts information, it
transcends mere textbook content; it includes the vital conveyance of personal experiences and
emotions. In professions closely tied to individuals' daily lives, such nuances hold profound
significance, something technology struggles to replicate.
It is essential to acknowledge that lectures, typically spanning almost an hour, may not align
with optimal brain concentration, as studies indicate the peak attention span to be 15-20 minutes.
Retaining the valuable interactions in the classroom, where questions, answers, and discussions
occur, is crucial. However, the challenge arises when students attempt to balance note-taking
with active listening, potentially compromising comprehension.
To address this, recording oral lectures and transcribing them into written format proves
beneficial. Distributing these materials electronically, alongside other relevant resources, offers
students the opportunity to revisit the content at their own pace. This approach incurs minimal
cost and effort while providing students with a valuable secondary resource for reviewing and
reinforcing the information shared in the classroom.

1.14 Heading 14 Virtual Reality.

Virtual reality has found application in the field of medicine, facilitating collaborative
surgeries performed by surgeons located in different countries. This fusion of human expertise
with technology opens avenues for transformative outcomes. Considerations for integrating
similar technology into university settings, particularly in medical education, hold potential
benefits for future physicians.
At the Western Balkans University, a distinctive weekly schedule, the Case-Based Learning
(CBL), allocates students into small groups to engage with patient cases. This immersive
experience allows students to tackle real-life scenarios they will encounter in their future medical
careers. Integrating virtual reality into this educational model could elevate the learning
experience. Students, within a virtual hospital environment, could collaboratively address patient
cases, enhancing teamwork and situational awareness.
The incorporation of virtual reality not only adds an element of enjoyment to the learning
process but also prepares students for diverse challenges they may encounter as future
physicians, both with patients and colleagues. This advancement aligns with the broader trend of
leveraging technology to enhance medical education and better equip healthcare professionals
for the realities of their profession.

1.15 Heading 15 (Pros and Cons of technology in medical education.)

PROS CONS

Information easier to Not accesible to everyone

understand expensive materials are needed
easier to find resources computer skills required
didactic learning emotional intelligence left
saves time and energy behind
connect and share experiences students study less because
with others information is readymade and
easier to simulate different catered to them
clinical scenarios screen fatigue is a serious clinical
readily cultivate clinical skills condition
effortless learning

Closing statement

Technology has become an invaluable aid in medical education. Its myriad tools assist both
students and educators in accessing, comprehending, and disseminating information effectively.
From facilitating research to providing reliable resources and enabling interactive learning
platforms, technology has revolutionized medical education. Without these advancements, the
process of learning and teaching in the medical field would indeed be much more challenging.
technology has revolutionized medical education by offering an array of tools and platforms that
cater specifically to students' needs. Computers, internet-based platforms, apps, and emerging
technologies like virtual and augmented reality play a pivotal role in facilitating learning. These
tools not only provide access to vast medical knowledge but also enhance clinical skills through
practical simulations and immersive experiences. The integration of technology has undoubtedly
contributed to advancing medical education and preparing students more effectively for their
future roles in the medical field. technology has transformed medical education, yet access to
these advancements isn't uniform worldwide. In Albania, many medical students face challenges
in accessing internet-based platforms, advanced tools like augmented or virtual reality, limiting
their educational potential. Bridging this gap is essential. Improving accessibility involves
initiatives to provide equal opportunities for all students. While some universities might excel in
leveraging technology, others lag behind. It's crucial that all medical schools embrace technology
to enhance learning experiences, empowering students to influence its integration. While
technology aids in knowledge acquisition, it falls short in nurturing essential skills, particularly
emotional intelligence crucial for patient care. The reliance on technology can sometimes
overshadow the importance of empathetic approaches in real patient interactions. Ultimately, a
holistic medical education must blend technological advancements with hands-on patient
experiences to foster well-rounded, competent medical professionals. Initiatives ensuring
equitable access to technology alongside training in empathy and patient interaction skills are
pivotal for comprehensive medical education. Certainly, technology greatly aids in learning,
studying, and research, yet an overreliance on it can potentially lead to complacency. While it
facilitates easy access to information, real-world research and patient care demand a blend of
hands-on experience, textbooks, and technology. In practical healthcare settings, conducting
research isn't as simple as relying solely on technology platforms like ChatGPT. It involves
direct patient interaction, communication, and data collection from diverse sources beyond the
internet, including extensive hospital databases. Balancing the benefits of technology with
practical experience is crucial for fostering comprehensive skills in medical students. Hands-on
experience with patient care and data analysis is indispensable for cultivating proficiency and
empathy in clinical practice. Embracing technology is essential, but it should complement, not
replace, the development of hands-on skills. A holistic approach combining technological
advancements with real-life experiences ensures that future medical professionals are well-
prepared to navigate the complexities of patient care and research effectively.

References

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9947764/?report=reader
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4530721/
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1891-5
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1891-5