Open AccessFoundational Elements of School-Specific Augmented Medical Education
Author(s) -
David P. Green
Publication year - 2019
Publication title -
medical science educator
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.257
H-Index - 13
ISSN - 2156-8650
DOI - 10.1007/s40670-019-00702-8
Subject(s) - creativity , context (archaeology) , psychological intervention , psychology , learning sciences , cognition , medical education , educational technology , engineering ethics , mathematics education , computer science , medicine , engineering , neuroscience , social psychology , paleontology , psychiatry , biology
Recent efforts to enrich the medical education experience recommended interinstitutional and collaborative efforts. Within this context, the author describes a model for school-specific augmented medical education. The evidence-backed conceptual model is composed of six foundational elements, which include the following: technology-enriched learning environments, analytics to drive instructional interventions, cognitive neuroscience and educational psychology research (the Science of Learning), self-regulated learning strategies, competency-based approaches, and blended learning instructional design. Harnessing the creativity of our leadership, medical educators, and learners is fundamental to improving the learning experience for all. This model could be used to meaningfully guide implementation processes.