Volume 6, Issue 2 (6-2018)
Jorjani Biomed J 2018, 6(2): 1-20 |
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Torbatinezhad H, Amani H. Computer-Assisted Instruction (CAI), Virtual Patients (VP), and Human Patient Simulation (HPS) in Medical Education Based on Gagne’s Educational Design Pattern. Jorjani Biomed J 2018; 6 (2) :1-20
URL: http://goums.ac.ir/jorjanijournal/article-1-609-en.html
URL: http://goums.ac.ir/jorjanijournal/article-1-609-en.html
1- Department of Educational Sciences, Farhangian University, Imam Khomeini Campus of Gorgan, Iran, , h_torbatinezhad@yahoo.com
2- Department of Educational Sciences, Payam Noor University of Damghan, Iran
2- Department of Educational Sciences, Payam Noor University of Damghan, Iran
Abstract: (10607 Views)
Background and objectives: Educational technology is widely used in all parts of medical education. The use and application of common educational technologies and adoption of educational design patterns in medical sciences education can greatly help in medical simulations, training, and improving of clinical skills of nurses and medical students. The aim of this research was to study computer-assisted instruction, virtual patients, and human patient simulation in medical science education based on Gagne’s educational design pattern.
Methods: The research methodology in this paper was a review-article of applied type, which helps the education designer in the field of medical education to choose the most suitable educational technologies in medical science education to achieve their desired goals by considering the advantages and disadvantages of computer-assisted instruction, virtual patients, and human patient simulation.
Results: In this article, we first reviewed the educational technology and common technologies in medical education and its advantages and disadvantages as well as the most appropriate educational technology to achieve the needed goals. We then described two multimedia (Computer-Assisted Instruction and Virtual Patients) and educational models for virtual patients as well as two simulators (virtual patient and human patient simulation). Subsequently, we explored the educational design and its patterns (including Ganja, Watson, Merrill, Reigeluth, Asher, Camp, and Siemens) and selected the best pattern (Gagne’s pattern) according to the learning theories and research background. Finally, the three approaches mentioned in this article (computer-assisted instruction, virtual patients, human patient simulation) were designed based on the Gagne’s model.
Conclusion: Based on the results, one can conclude that the computer-assisted instruction, virtual patients, and human patient simulation based on the Gagne’s educational design model can help medical education instructors in training communication skills, clinical skills, and skills of obtaining medical history from the patient as well as problem-solving skills, knowledge acquisition, and critical thinking. They can also help the educational designer in the field of medical education to select the most suitable educational technologies in medical science education due to the best educational model of virtual patients and the Meyer educational media principles and simulation-based learning-educational theories tailored to the goals and content of medical education courses. Therapies for autoimmune disorders such as SLE.
Methods: The research methodology in this paper was a review-article of applied type, which helps the education designer in the field of medical education to choose the most suitable educational technologies in medical science education to achieve their desired goals by considering the advantages and disadvantages of computer-assisted instruction, virtual patients, and human patient simulation.
Results: In this article, we first reviewed the educational technology and common technologies in medical education and its advantages and disadvantages as well as the most appropriate educational technology to achieve the needed goals. We then described two multimedia (Computer-Assisted Instruction and Virtual Patients) and educational models for virtual patients as well as two simulators (virtual patient and human patient simulation). Subsequently, we explored the educational design and its patterns (including Ganja, Watson, Merrill, Reigeluth, Asher, Camp, and Siemens) and selected the best pattern (Gagne’s pattern) according to the learning theories and research background. Finally, the three approaches mentioned in this article (computer-assisted instruction, virtual patients, human patient simulation) were designed based on the Gagne’s model.
Conclusion: Based on the results, one can conclude that the computer-assisted instruction, virtual patients, and human patient simulation based on the Gagne’s educational design model can help medical education instructors in training communication skills, clinical skills, and skills of obtaining medical history from the patient as well as problem-solving skills, knowledge acquisition, and critical thinking. They can also help the educational designer in the field of medical education to select the most suitable educational technologies in medical science education due to the best educational model of virtual patients and the Meyer educational media principles and simulation-based learning-educational theories tailored to the goals and content of medical education courses. Therapies for autoimmune disorders such as SLE.
Keywords: Computer-Assisted Instruction, Medical Science Education, Virtual Patients, Human Patient Simulation, Educational Design
Type of Article: Original article |
Subject:
Health
Received: 2017/06/25 | Accepted: 2018/07/11 | Published: 2018/07/12
Received: 2017/06/25 | Accepted: 2018/07/11 | Published: 2018/07/12
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