Elsenbast Christian, Sachs Sebastian, Pranghofer Johannes, Luiz Thomas
Fraunhofer-Institut für Experimentelles Software Engineering IESE, Digital Healthcare, Fraunhofer-Platz 1, 67663 Kaiserslautern, Deutschland.
Malteser Hilfsdienst gemeinnützige GmbH, Bildungszentrum HRS, Wetzlar, Deutschland.
Notf Rett Med. 2022;25(5):314-322. doi: 10.1007/s10049-021-00957-y. Epub 2021 Dec 2.
Digital media, such as podcasts, wikis, ePortfolios, and extended reality applications, provide excellent learning opportunities with a high degree of connectivity and flexibility for learners, as well as for learning facilitators. This not only enables location-independent and pandemic-resilient learning, but also a high degree of autonomy for the learners. The megatrend of digitalization opens up many possibilities, but there are also stumbling blocks and limitations.
This article is intended to provide readers in the emergency medicine/rescue field with an overview, various aspects to consider, and awareness of stumbling blocks. However, a balancing act between didactics and medicine as well as the heterogeneous group of addressees is necessary.
By means of a narrative review, an assessment of digital media is made and subjected to an evaluation from the perspective of educational practice.
Learning is not only changing due to new learning technologies, but also due to the growing importance of informal learning, the increasing significance of the ability to quickly access high-quality knowledge, faster-changing professional biographies, and the use of digital universal tools. Thus, in the jungle of possibilities, an estimation of scientific quality criteria is often difficult and a differentiated consideration is necessary. Basically, the question of appropriate methods must be asked and it must be critically questioned whether the learning/competency objectives can be achieved with the planned digitalized media. Digital media cannot and should not replace practical training in the workplace.
数字媒体，如播客、维基、电子档案袋和扩展现实应用程序，为学习者以及学习促进者提供了具有高度连通性和灵活性的优质学习机会。这不仅实现了不受地点限制且能抵御疫情的学习，还赋予了学习者高度的自主性。数字化这一 megatrend 带来了诸多可能性，但也存在绊脚石和局限性。
本文旨在为急诊医学/救援领域的读者提供一个概述、需考虑的各个方面以及对绊脚石的认识。然而，在教学法与医学之间以及面对不同类型的受众时，需要进行权衡。
通过叙述性综述，对数字媒体进行评估，并从教育实践的角度进行评价。
学习不仅因新的学习技术而改变，还因非正式学习的重要性日益增加、快速获取高质量知识的能力的重要性不断提高、职业经历变化更快以及数字通用工具的使用而改变。因此，在众多可能性的丛林中，往往难以评估科学质量标准，需要进行差异化考量。基本上，必须提出合适方法的问题，并且必须批判性地质问计划中的数字化媒体能否实现学习/能力目标。数字媒体不能也不应取代工作场所的实践培训。
