Owolabi Joshua
Department of Anatomy, Division of Basic Medical Sciences, School of Medicine, University of Global Health Equity, Butaro, Burera, Rwanda.
Adv Med Educ Pract. 2021 Nov 2;12:1277-1282. doi: 10.2147/AMEP.S338262. eCollection 2021.
Educational technologies are becoming important and integral to medical education and practice more than ever before. The scope and appreciation for digital medicine is also widening. No thanks to the covid-19 induced restrictions including physical distancing and lockdown measures, which has changed the mode of educational delivery in many climes. Technology became a major avenue for sustaining medical education and practice. However, what this has also revealed is the heterogeneity in the deployment of technologies and educational innovations based on factors that are linked but not limited to human and system factors. There is currently no generally accepted framework to guide the use of medical education technologies and innovations in the teaching of human anatomy to medical and allied health students. The current framework attempts to provide a framework that could work for various medical education systems, centred on four key considerations: adaptation, standardization, integration, and compliance. In this article, the ASIC framework is presented, illustrated, and succinctly discussed.
教育技术在医学教育和实践中比以往任何时候都变得更加重要且不可或缺。数字医学的范围和受重视程度也在不断扩大。这很大程度上要归功于新冠疫情引发的限制措施，包括保持社交距离和封锁措施，这些措施改变了许多地区的教育交付模式。技术成为维持医学教育和实践的主要途径。然而，这也揭示了基于与人类和系统因素相关但不限于这些因素的技术和教育创新部署的异质性。目前尚无普遍接受的框架来指导在向医学生和相关健康专业学生教授人体解剖学时使用医学教育技术和创新。当前框架试图提供一个适用于各种医学教育系统的框架，重点围绕四个关键考量因素：适应性、标准化、整合性和合规性。在本文中，ASIC框架将被呈现、说明并简要讨论。
