Kaur Gurleen, Nematollahi Saman, Das Thomas
Division of Cardiovascular Medicine, Brigham and Women's Hospital Boston, MA.
Division of Infectious Diseases, University of Arizona College of Medicine Tucson, AZ.
US Cardiol. 2025 Feb 28;19:e05. doi: 10.15420/usc.2024.29. eCollection 2025.
With the dawn of advanced technological and digital resources, medical education has changed. Learners are now able to learn, share, and communicate medical knowledge through online discussion forums, blogs, videos, podcasts, infographics, virtual communities, social media platforms, and collaborative author groups. Navigating these digital education modalities can be challenging, with each platform presenting unique challenges and opportunities. Digital educators need to learn how to navigate this uncertain territory, equipped with a skillset applicable to all digital spaces. This article explores the key components of a digital educator's skillset by examining the core foundations of learning theory, creation of digital education materials, and virtual communities of practice.
随着先进技术和数字资源的出现,医学教育发生了变化。如今,学习者能够通过在线讨论论坛、博客、视频、播客、信息图表、虚拟社区、社交媒体平台和协作作者群体来学习、分享和交流医学知识。应对这些数字教育模式可能具有挑战性,因为每个平台都呈现出独特的挑战和机遇。数字教育工作者需要学习如何在这片不确定的领域中前行,具备适用于所有数字空间的技能组合。本文通过审视学习理论的核心基础、数字教育材料的创建以及实践虚拟社区,探讨了数字教育工作者技能组合的关键组成部分。