Centre for Learning Anatomical Sciences, University Hospital Southampton, Southampton, UK.
Edinburgh Medical School: Biomedical Sciences (Anatomy), University of Edinburgh, Edinburgh, UK.
Adv Exp Med Biol. 2020;1260:43-73. doi: 10.1007/978-3-030-47483-6_4.
Ubiquity of information technology is undoubtedly the most substantial change to society in the twentieth and twenty-first centuries and has resulted in a paradigm shift in how business and social interactions are conducted universally. Information dissemination and acquisition is now effortless, and the way we visualise information is constantly evolving. The face of anatomy education has been altered by the advent of such innovation with Technology-Enhanced Learning (TEL) now commonplace in modern curricula.With the constant development of new computing systems, the temptation is to push the boundaries of what can be achieved rather than addressing what should be achieved. As with clinical practice, education in healthcare should be evidence driven. Learning theory has supplied educators with a wealth of information on how to design teaching tools, and this should form the bedrock of technology-enhanced educational platforms. When analysing resources and assessing if they are fit for purpose, the application of pedagogical theory should be explored and the degree to which it has been applied should be considered.
信息技术的普及无疑是二十世纪和二十一世纪社会发生的最重大变革，它导致了商业和社会互动方式的范式转变。信息的传播和获取现在变得轻而易举，我们对信息的看法也在不断发展。随着这种创新的出现，解剖学教育的面貌发生了变化，现在技术增强学习（TEL）在现代课程中已经很普遍。随着新的计算系统的不断发展，人们总是想要突破极限，而不是关注应该实现的目标。就像临床实践一样，医疗保健教育应该以证据为导向。学习理论为教育工作者提供了大量关于如何设计教学工具的信息，这应该成为技术增强型教育平台的基础。在分析资源并评估其是否符合目的时，应该探索教学理论的应用，并且应该考虑其应用的程度。
