Enhancing Teaching and Learning through Technology (284964550)

8/20/2019 Enhancing Teaching and Learning through Technology (284964550)

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1Josiah Macy Jr. Foundation | 44 East 64th Street, New York, NY 10065 | www.macyfoundation.org

Te opportunities to remake America’s healthprofessions education and healthcare deliverysystems are boundless. We are limited only byour willingness to change and our capacity toinnovate. It is an exciting time, with necessaryand important shifts well underway. We arereorienting health professions education andclinical practice toward increased access and value,better care, and improved health outcomes for all. And technology, evolving at a seemingly faster andfaster pace, is a signicant factor in those changes.Harnessing its power will enable advances in botheducation and care delivery that will improve theefficiency and effectiveness of teaching, learning,and patient care.

A fundamental next step is to bring togetherall these transformative efforts. By thoughtfullyand creatively integrating and enhancing healthprofessions education and clinical practice,facilitated by appropriate technology, we

can maximize the health of the people andcommunities we serve. Advancing this urgentlyneeded integration was the focus of a MacyFoundation conference,Enhancing HealthProfessions Education through echnology , which was held April 9–12, 2015, in Arlington, Virginia.

“We’re seeing innovations in health professionseducation, in healthcare delivery, and intechnology all around us,” said Macy FoundationPresident George Tibault. “Tings are movingand changing very quickly, and we have atremendous opportunity right now to bring theseforces together to achieve optimum health for all.”

The Story Behind this ConferenceIn 2013, participants at a previous MacyFoundation conference, ransforming PatientCare: Aligning Interprofessional Education andClinical Practice Redesign, recommended linking

Enhancing Health Professions Education

through Technology:Building a Continuously LearningHealth System

CONFERENCERECOMMENDATIONS

April 9 – 12, 2015 | Arlington, Virginia



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interprofessional education and clinicalcare redesign to ensure a health professions

workforce that is prepared to fulll its societalcontract to meet the health needs of thepublic. Many of the recommendations fromthat conference are being acted upon, but realand lasting change takes time. Macy hosted

another conference in 2014—Partnering withPatients, Families, and Communities: An UrgentImperative for Health Care —whose confereesproposed recommendations to help achieve thegoal of equal participation of patients, families,and communities in linking interprofessionaleducation and healthcare organizations.

o continue supporting progress towardsystems integration, this year’s MacyFoundation conference invited a diverse groupof experts to explore the role of technologyin enhancing health professions educationand, in doing so, contributing to the linkingof the two systems and the transformationof health care overall. Te 38 conferenceparticipants—including representatives fromhealth professions education, higher education,healthcare delivery, patient advocacy, andtechnology development—gathered overtwo and a half days. Tey were charged withmaking recommendations around the use ofexisting and emerging technologies to enhancehealth professionals’ teaching, learning, andperformance assessment across the learningcontinuum—from entry into their chosenelds, through graduate education, continuingprofessional development, and maintenance oflifelong competency. (See able 1 for examplesof educational technologies used in healthprofessions education.)

Why is Macy looking to technology for newthinking, new tools, and new solutions? Teuse of technology to make processes andproducts more effective and efficient is not new.Nor is its use in education new. What is new isthe wide reach and accessibility of technologyand learning-objects for the education of all—from experienced professionals and teachers

to health professions students to patients,families, and communities—and the ability touse technology to facilitate interactions amongall of them. Also new is the level at which wenow incorporate diverse technologies into ourdaily lives. From tablets to smart phones and watches and from physical activity trackers to3D printers, recent innovations are changingthe ways we acquire information and eventhe ways we think. In spite of this rapidlychanging landscape, educators, caregivers, andthe public at large have not achieved a deepunderstanding of all the ways to successfullyharness these technologies for the public good.Tere is a tremendous opportunity to leveragealready available resources to improve healthprofessions education, clinical practice, andhealth outcomes.

Conference Preparation

Participants prepared for the conference byreading three commissioned papers1 thatsparked engaging and provocative discussions.

Te rst paper, Swirl: rajectories for Digitalechnology in Higher Education by Malcolm

Brown of EDUCAUSE, traces the dramaticchanges that technology is spurring in higher

education. Brown comments on the speed andbreadth of transitions taking place in highereducation and reects on the ways in whichtechnology enables the individualization (oras Brown calls it, personalization) of learningpathways, giving educators the ability to adaptlearning activities to meet the unique needs oflearners. Brown also considers how to capitalizeon the ability to collect and analyze enormousamounts and new kinds of data about teachingand learning outcomes to continuously reneand improve learning activities. Finally, heproposes the concept of “swirl” to describethe ways in which students are disaggregatingtraditional, linear educational pathways andreaggregating them in new ways that cross old

1 These papers will be included in a comprehensive conferencemonograph, which the Macy Foundation will publish in fall 2015.



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boundaries of curricula, time, place, disciplineor eld, and institution.

Te second paper, Educational echnologiesin Health Professions Education: Current Stateand Future Directions by David Cook of MayoClinic College of Medicine and Marc riola

of New York University School of Medicine,describes the state of the art in technologythat is already enhancing teaching, learning,and assessment within health professionseducation. Te paper denes educationaltechnologies as “materials and devices createdor adapted to solve practical problems relatedto training, learner assessment, or educationadministration.” Te authors focus on morerecent computer-based technologies, whichpossess “some potentially transformativebenets that other educational approacheslack,” including exibility, control, andanalytics. Flexibility refers to the ability to“overcome barriers of time, distance, pace,scale, and patient safety.” Control refers tothe ability of instructors “to enhance learningby standardizing course quality and content.”

And analytics refers to the bigger, richer, andmore objective datasets that can be generated,including details on where and when learninghappens, learners’ characteristics, and learners’performance over time.

Te third paper, Te Future of Health ProfessionsEducation by Catherine Lucey, Sandrijn vanSchaik, and David Vlahov of the University ofCalifornia, San Francisco Schools of Medicineand Nursing, envisions a potential future stateof technology-enhanced health professionseducation. Te authors suggest that healthprofessions education in the future will beredesigned “as a complex, adaptive system,explicitly engineered to address the healthcareand health sciences needs of the nation.” Tepaper sets out six qualities that would serve asthe pillars to support this vision of high-qualityhealth professions education: 1) patient andpopulation responsive, 2) equitable,

3) effective, 4) efficient and exible, 5)driven and enhanced by technology, and 6)continuous and lifelong.

Conference ThemesSeveral key themes emerged during the

conference, including recurring discussionsof the critical role of faculty—broadlydened as all who are involved in teaching—in identifying, evaluating, and adaptingtechnologies for education. echnology doesnot replace faculty, but can and should expandtheir reach, impact, and efficiency. For thisto happen, faculty must be given appropriateassistance and training in developing, using,and integrating technologies, such as how toutilize online modules and assessment systems

to improve teaching and learning or how tocreate simulation scenarios that have clinicalimpact. Faculty also require professionaldevelopment and support to serve in newroles as mentors, coaches, and co-learners—all of which they can and must assume in atechnology-enhanced education system.

Another major theme was the importance oftechnology as a teaching and learning toolrather than as an end unto itself. echnology

can enhance the fundamentals of effectivepedagogy and cognitive science. echnologyalso has great potential to support otherbroader shifts in health professions education.It enables collaboration and teamworkbetween and among faculty and students fromdifferent health professions and sites and itfacilitates partnerships with patients, families,and communities to improve care and healthoutcomes. Te challenges will be to identifythe desired outcomes of this new pedagogy andto determine when technology—and whichtechnology—helps achieve progress towardthose outcomes.

Closely related to the theme of technologyas a tool was the recognition that robustdata collection, analysis, and interpretation



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will facilitate the ability to individualize theeducational experience. New and emergingtechnologies—including simulated patients,tools for online assessment and individualizedpractice of skills, and integrated clinicaland educational outcome databases—createopportunities to gather an unprecedented

amount of useful information on theeducational experiences and performance oflearners. Tese data can be used to design andrene curricula and track learner progress.Tese new technologies also allow students andprofessionals to self-regulate their learning andpractice activities throughout their educationaland professional careers.

Te conferees agreed that technology cannever—and should never—fully replaceface-to-face teacher-learner interaction orpersonal contact with patients and families.

At several points, the conversation touchedon the concept of technology as a tool topreserve, accentuate, and augment humanity

in education and health care. As the demandson health professions learners and practitionerschange and expand, technology—appropriatelyused—can increase efficiency, therebypreserving time for learners and practitioners toconnect, share, and empathize with each otherand with patients, families, and communities.

Over two and a half days, conferencediscussions shifted from the ways technologycan enhance the individual experiences ofboth teachers and learners within healthprofessions education to the ways technology—specically information technologies, data,and analytics—can improve health professionseducation and healthcare delivery on the whole, by helping us integrate and align thetwo. Tis broader discussion led conferees toconsensus around adopting the concept of atechnologically enhanced and fully integratedhealth professions education and care deliverysystem, known as a “Continuously LearningHealth System.”

In our vision for the future of health professions education, intelligent useof educational and information technologies supports the linkage betweeneducation and delivery systems to create a Continuously Learning HealthSystem. In this system, teachers, learners, and clinical data inform continuous

improvement processes, enable lifelong learning, and promote innovation toimprove the health of the public.

Consensus Vision Statement



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Healthcare System Health Professions

Improve the health of

Improveaff ordability

Improve theexperience of the

Improve the quality of

Improve a ff ordabilityfor all learners

Improve the learningexperience for theindividual learner

Technologies

Online Learning

Assessment Tools

Health System

Combined System

Tis vision led to six actionable recommendations to support the activities of a continuouslylearning health system. Te conferees felt strongly that the following actions are possible and that

we are at a unique time of readiness to implement these recommendations. It is imperative that we seize this opportunity in the interest of all health professions learners and, ultimately, thehealth of the public.

Vision for a Continuously Learning Health System



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I: In health professionseducation, technology shouldbe used to support the ongoingdevelopment of learners fromundergraduate levels throughclinical practice; enhanceinterprofessional learningopportunities; and empowerevery student, faculty member,and clinician to embrace therole of both teacher andlifelong learner.

II: Faculty in health professionseducation should be supportedto develop skills and expertisein the selection and effectiveuse of educational technologiesto complement the teaching-learning process and assessmentof outcomes.

III: Educational technologiesshould be used to acceleratethe transformation of health professions education to a systemthat is competency-driven,affordable, and accessible toeach learner.

IV: echnology should beleveraged to bridge the gapbetween educational andclinical missions, whereteaching and learning areembedded within ahealthcare delivery systemthat continuously improves.

V: Leaders of health professionseducation programs shouldemploy technology to analyzecommunity and populationdata and use those data tocontinuously inform the designof curriculum content andlearning experiences to reectthe contemporary health andhealthcare needs of society.

VI: Educational technologiesshould be used to facilitatethe sharing of content andintegration of data across systemsand programs, thus promotingthe scalability and adoptionof efficient and effectiveeducational strategies.

CONFERENCE RECOMMENDATIONS 2

2 The conclusions and recommendations from a Macy conference represent a consensus of the group and do not imply unanimity on every point.All conference members participated in the process, reviewed the nal product, and provided input before publication. Participants are invitedfor their individual perspectives and broad experience and not to represent the views of any organization.The Josiah Macy Jr. Foundation isdedicated to improving the health of the public by advancing the education and training of health professionals.



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Recommendation I

In health professions education,technology should be used tosupport the ongoing development oflearners from undergraduate levelsthrough clinical practice; enhanceinterprofessional learning opportunities;and empower every student, facultymember, and clinician to embrace therole of both teacher and lifelong learner.

Educational technologies should be usedto maximize opportunities for lifelonglearning “anytime, anywhere” for students,graduate trainees, faculty members,patients, and clinicians.

Educational technologies should beused to facilitate individualized learning,personalized progression toward mastery,and active collaboration among teachersand learners.

Educational technologies should bedesigned and implemented with specialconsideration given to enhancing theefficiency and effectiveness of teaching and

learning across educational and healthcaredelivery settings.

Educational technologies should bedeveloped to expand interprofessionallearning opportunities that are not boundby time or place and that allow individualsto refresh knowledge and skills through just-in-time learning and training.

Examples 3

Several health professions educationschools and even learners are developingmobile applications (apps) to supportindividualized learning “anytime,

anywhere.” Examples: University ofCalifornia, San Francisco NeuroExamutor (meded.ucsf.edu/tel/neuroexam-

tutor-iOS-app); and Osmosis web- andmobile-learning platform, developed by

Johns Hopkins medical students and usedby more than 20,000 medical students(www.osmosis.org).

With funding from Robert Wood JohnsonFoundation, Khan Academy—a free online

educational resource that provides self-paced, mastery-based education—isbuilding a medical education platformto help students prepare for healthcareprofessions ( www.rwjf.org/en/how-we-

work/grants/grantees/khan-academy.html).

Vanderbilt’s VS AR learning portfoliosystem is designed to support learners’individualized learning plans and toaggregate outcomes to guide improvement

of institutions’ education programs(https://vstar.mc.vanderbilt.edu/).

Smart Sparrow uses a software platformthat enables faculty and clinical educatorsto create their own adaptive lessons thatmatch students’ knowledge levels( www.smartsparrow.com).

NextGenU.org provides free, for-creditonline learning resources across the

spectrum of health professions education.Courses are competency-based andinclude peer and mentored training in 128countries ( www.nextgenu.org ).

3 The examples here and on subsequent pages were provided by the conferees for illustrative purposes only. We have not included all possibleexamples, nor does inclusion connote endorsement by the Macy Foundation or the conferees.

http://www.rwjf.org/en/how-we-work/grants/grantees/khan-academy.html


https://vstar.mc.vanderbilt.edu/

http://www.smartsparrow.com/

http://www.nextgenu.org/

http://www.nextgenu.org/

http://www.smartsparrow.com/

https://vstar.mc.vanderbilt.edu/





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Recommendation II

Faculty in health professions educationshould be supported to develop skillsand expertise in the selection andeffective use of educational technologiesto complement the teaching-learningprocess and assessment of outcomes.

All healthcare education and deliveryinstitutions should commit to developingand training educators in the fundamentalsof learning theory and the best uses ofeducational technologies.

Leaders of health professions educationshould create programs to support teachersin developing the skills needed to useeducational technologies in their roles ascurriculum designers, content organizers,coaches, facilitators, mentors, and assessors.

Health professions education administratorsshould identify and implement strategies—including through promotion and tenurecriteria—to engage, inspire, and rewardfaculty for scholarly and curricularinnovations using new and emergingeducational technologies.

Health professions education programsshould identify ways to best blendeducational technologies and in-personlearning engagement to help faculty teach inmore efficient and effective ways.

Health professions education programsshould implement technology toolsthat support faculty in the activitiesof educational planning, advising andmentoring, tracking student progress, andthe early identication of, and intervention with, students in need of special academicguidance and support.

Leaders in health professions educationshould establish an interprofessional

repository of best practices in the usesof educational technology as well asmechanisms for their distribution andongoing development.

Examples

Medical University of South CarolinaCollege of Nursing has a dedicated facultydevelopment program to teach facultythe most effective use of simulationtechnologies for nursing learners.

Hundreds of health professions educatorsare certied through the Society forSimulation in Healthcare, signifying theircompetence in using simulation educational

technologies ( www.ssih.org ).Several schools, such as University ofCalifornia, Irvine’s Institute for OnlineLearning, have created faculty developmentprograms in best practices around use ofnew educational technologies.

Stanford Medicine Interactive LearningInitiative is a centralized resource forStanford’s medical educators to receive

consultation and other services as theyconsider developing online resources andnew in-class sessions for interactive learningprograms (http://med.stanford.edu/smili/).

Te Center for Medical Simulation inBoston offers week-long programs fordeveloping healthcare educators’ teachingskills for using simulation with an emphasison debrieng (www.harvardmedsim.org).

Recommendation III

Educational technologies should be usedto accelerate the transformation of healthprofessions education to a system thatis competency-driven, affordable, andaccessible to each learner.

http://www.ssih.org/

http://med.stanford.edu/smili/

http://med.stanford.edu/smili/

http://www.ssih.org/



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Educational technologies should be usedto assess learner readiness to participatein the care of patients and communities,document formative and summativeassessments based on actual performance,and track clinical outcomes of healthprofessionals’ practices across their careers.

Education programs should develop systemsto measure and aggregate data assessingthe performance of individuals, cohorts,curricula, and institutions over time,and use this information to individualizelearner pathways and facilitate programimprovements.

Educational technologies should beleveraged to enable innovation and greaterefficiency in fullling health professionsaccreditation standards and licensure,certication, and regulatory requirements.

Examples

University of California, San Franciscoextended its learning management system with a custom curriculum-mapping tool forhealth professions education competencies,

entitled Ilios (www.iliosproject.org).

Arizona State University uses an electronicdashboard to monitor the progress ofall students (not health professionsspecic); those falling behind are providedpersonalized counseling (students.asu.edu/academic-success).

Te Education in Pediatrics Across theContinuum (EPAC) project is testing the

feasibility of medical education and trainingbased on the demonstration of denedoutcomes rather than on time, from earlyin medical school through completion ofresidency ( www.aamc.org/initiatives/epac/).

edX is a non-prot program created byHarvard and MI to host online courses,

including those relevant to medicaleducation, from some of the world’s bestuniversities ( www.edx.org ).

Recommendation IV

Technology should be leveraged tobridge the gap between educationaland clinical missions, where teachingand learning are embedded withina healthcare delivery system thatcontinuously improves.

Clinical and educational technologies,and local clinical policies, should bedesigned to permit the use of authentic

clinical data, extracted from electronichealth records (EHRs) and other clinicalsystems, in the service of educatinglearners, enhancing quality improvementprograms, and improving the healthcaresystem.

Educational technologies should bedesigned to include features that enable,support, and enhance educational researchboth within and across health professions

education programs and the healthcaresystem.

echnology developers should work inactive partnership with educational andhealth services researchers to maximize theutility of technology-assisted instructionand assessment to rene instructional designand improve health professions educationaland clinical outcomes.

Health professions education programsshould investigate the novel use ofeducational technologies, distance educationtools, and collaborative/social networkingstrategies to foster the development ofcompetence in interprofessional teamworkthat includes partnerships with patients,families, and communities.

http://www.aamc.org/initiatives/epac/

http://www.edx.org/

http://www.edx.org/

http://www.aamc.org/initiatives/epac/



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Simulation technologies should bedesigned to enable learners to practiceboth as individuals and as members ofinterprofessional teams, developing expertisein progressively challenging situations, freefrom concerns about patient safety.

Simulation-based preparation shouldbe designed to enable self-assessment,teamwork, and self-regulated learning, which will prepare future cliniciansto sustain their lifelong professionaldevelopment.

Leaders of healthcare delivery systems andhealth professions education institutionsshould convene to discuss how healthprofessions education learners can and docontribute value to the healthcare deliverysystem. Tis discussion should address howeducational and clinical technologies canbe used to further the impact of learners onhealthcare value and quality.

Examples

Nursing students use a mobile handheldelectronic portfolio system to capture

reections on clinical cases at the point-of-care and provide real-time updates toremote preceptors.

Virtual patients created by actual patientsand their families provide speech-languagepathology students with multiple opinionsand access to cutting-edge treatments(http://sig16perspectives.pubs.asha.org/article.aspx?articleid=1775534).

Virtual patients are used widely inclinical education to ll gaps in clinicalexposure, and to provide learners theimportant experience of evaluatingundiagnosed patients.

Te IBM WatsonPaths project has createdan ‘EMR Assistant’ that uses computer

intelligence to help providers uncover keyinformation from patients’ medical records,in order to help improve quality, efficiency,and the steps of clinical reasoning leadingto a nal diagnosis (http://www.research.ibm.com/cognitive-computing/watson/ watsonpaths.shtml).

Recommendation V

Leaders of health professions educationprograms should employ technologyto analyze community and populationdata and use those data to continuouslyinform the design of curriculum contentand learning experiences to reect the

contemporary health and healthcareneeds of society.

Educational technologies should be usedto collect data that support educationalprograms’ focus on community needsand priorities.

Health professions education faculty shouldleverage health informatics tools to directlysupport quality improvement activities (e.g.,

by aggregating clinical and nancial dataand facilitating analyses to identify localhealth needs).

Examples

Indiana University has created a teachingEHR that is a clone of an actual clinical careEHR, populated with panels of patientsfor students to manage with information

gleaned from de-identied patient data. In New York University’sHealthcare by the

Numberscurriculum, students conduct theirown “big data” analysis of public data onover 5 million New York hospitalizationsto understand social determinants of health(education.med.nyu.edu/ace/sparcs).

http://sig16perspectives.pubs.asha.org/article.aspx?articleid=1775534


http://www.research.ibm.com/cognitive-computing/watson/watsonpaths.shtml










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Recommendation VI

Educational technologies should be usedto facilitate the sharing of content andintegration of data across systems andprograms, thus promoting the scalabilityand adoption of efcient and effectiveeducational strategies.

Leaders of health professions educationprograms should work collaborativelyacross their educational, clinical, andresearch missions, and in partnership withtechnology developers, to implementtechnical standards for sharing data amongthe electronic health record, learningmanagement system, and longitudinallearning portfolio. Connecting these systems will lead to an ecosystem of applications anddata that drives continuous improvement ofeducational programs, individual learners,and our healthcare delivery systems.

Electronic learning and computer-basedassessment systems should be designed topermit learners and faculty to access/extracttheir learning data “anytime, anywhere.”Such data portability will allow them tomaintain a continuous academic portfolioas they cross the boundaries of programsand institutions.

Health professions education programsshould adopt educational technologiesthat will facilitate easy repurposing,re-sequencing, and reuse of content toadapt to different contexts, types oflearners, educational objectives, andeconomic circumstances.

Accreditation and regulatory bodiesshould leverage educational technologiesto simplify and streamline compliance with the educational standards andprofessional requirements they oversee(licensing, registration, certication),and enable transferability/reciprocity

across jurisdictional and organizationalboundaries.

Examples

Mayo Clinic is using EHR-integratededucation to standardize clinical practiceand automatically document practice-basedlearning by providers.

“Infobuttons” embedded within theEHR provide nurses with patient-speciceducation and links to medical evidence.

Te Vanderbilt KnowledgeMap systemperforms real-time analysis of medicalstudent clinical notes and maps them to thecurriculum (knowledgemap.mc.vanderbilt.edu/research/).

ufts University’s USK is an open-source curriculum management systemand content repository for health sciencesthat enables interprofessional curriculumdevelopment, linkages to competencies, andeasy sharing of content across disciplinesand institutions ( www.opentusk.org ).

Te National Council of State Boards ofNursing established the Nurse LicensureCompact to expand interstate mobilityof nurses to practice in other compactstates through a single multistate licenseissued by their home compact state. Anelectronic licensure information exchangesystem enables implementation andtracking of regulatory compliance acrossstate jurisdictions ( www.ncsbn.org/nurse-licensure-compact.htm).

http://www.opentusk.org/

https://www.ncsbn.org/nurse-licensure-compact.htm




http://www.opentusk.org/



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Conclusion

Wherever care is delivered there must beongoing teaching and learning, and allparticipants including patients should beconsidered both learners and teachers. Teserecommendations are designed to leverage

technology to build a continuously learninghealth system for the future. In this system,all learners—from novices to advancedpractitioners—will be empowered to shapelearning opportunities for their own needs,guided by qualitative and quantitative feedbackdata from faculty, clinicians, and learners.

Also in this system, the purpose of educationis learning that improves patient experiences,patient outcomes, and the health of the public.

Our six recommendations focus on the useof technology in the creation of a learningsystem to enhance the education of all healthprofessionals. We need leaders to guide thissystem transformation, and we need wisdom tohelp identify which technologies are appropriatefor which programs, cultures, topics, teachers,

and learners. And we need skilled technologyprofessionals to create new technologies whereexisting ones are not sufficient or optimal.

We believe that technology—guided by leadersand enabled by appropriate organizational,governance, reimbursement, and regulatory

processes—will allow us to create the incentivesand the culture for building a continuouslylearning health system.

Tis new system promises nothing short of arevolution in health professions education andhealthcare delivery. Te continuously learninghealth system acknowledges and celebrates thenatural symbiosis that can and should existbetween health professions education andhealthcare delivery. Even though they haveevolved separately, they now must be integratedon behalf of patients, families, and communitiesto fulll their mutual social contract to improvethe health of the public. We are at an optimalmoment in time to align all these factors andharness evolving technologies to achieve thesegoals. We must seize this opportunity now.

Table 1: Representative Educational Technologies Used in HealthProfessions Education 4

Technology Examples in Health Professions Education (HPE)

Technologies forface-to-face instruction

Audience responsesystems (ARS)

Nursing students may use ARS to provide immediate feedback on interactivequizzes.

Electronic whiteboards

(“SmartBoards”)

Used to augment live lectures that broadcast the instructors’ “chalkboard”

drawings to remote learning sites.

Generative learningactivities

Medical students in a problem-based-learning course collaboratively authoredwikis to teach each other in small groups.

4 This is an abstracted version of Table 1 from the commissioned paper “Educational Technologies in Health Professions Education: Current Stateand Future Directions,” by Cook and Triola. These examples are intended for illustrative purposes only and their inclusion does not connoteendorsement. The paper and full table can be found in the conference monograph, to be published by the Macy Foundation in the fall of 2015.



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Technologies for onlineinstruction

Augmented realityand virtual learningenvironments

Augmented reality devices have been used during basic science lectures toenhance the experience with clinic-based patient interviews and exam ndings.

Learning managementsystems

HPE programs use a variety of commercially available products to support bothlive and online course administration.

Learning objects andcourse materials

Many HPE schools use online learning modules and supplemental onlinecourse materials.

Massive open onlinecourse (MOOC) Health professions educators have created MOOCs on rural health nursing andthe healthcare system.

Medical visualizations 3D anatomy simulators are used to teach complex anatomic and dynamicphysiologic topics in new ways.

Mobile devices andapps

Several HPE schools are issuing mobile devices to learners; both faculty andstudents are developing apps and resources for teaching and assessment.

Technologies forsimulation-based

instruction

Mannequins Lifelike full-body and torso models of a complete human are in broad use forclinical education in all HPE elds.

Part-task trainers andworkstations

Anatomical physical models that simulate a portion of the body or simulatorsused to train specic clinical tasks (e.g., interventional cardiology, laparoscopicsurgery).

Virtual hospitals Some hospitals maintain simulated clinical spaces, such as operating andemergency rooms in which learners can practice teamwork, communication,

and clinical workows.

Virtual patients Virtual patients developed through a collaboration involving a non-profitand national education organizations are in use in more than 90% of medicalschools.

Virtual reality (VR)simulators

VR simulators, which provide an immersive sensory experience that simulates aphysical place, have been used to practice teamwork and emergency incidentresponse.



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Technologies forassessment, evaluation,and administration

Curriculum mappingtools

Schools are increasingly using these tools to support “mapping” a curriculum.Doing so helps identify redundancies, gaps, common themes, and otheropportunities for improvement across classes and program years. Mappingalso facilitates connecting course objectives to competencies and milestones.

Computer-aidedassessment

In broad use across HPE, these strategies include computer-based quizzes,exams, and assessments. Advantages include automated grading, instantfeedback, multimedia and interactive questions, enhanced security, andautomated analytics.

Learning analytics Analytics are being used to answer complex questions about effective teachingand learning, and to render suggestions to optimize education for bothindividual students and educational programs.

Learner portfolios andcoaching systems Many schools are using portfolios to facilitate the assessment of, and reectionon, information about learners’ educational achievements, performance, andprogress.

Technologies thatintegrate with clinicalpractice

Bedside clinicaltechnologies

Clinical technologies are being used by HPE learners to collect data in real-time from patients at the bedside. Learning how to accurately capture andinterpret clinical data will enhance patient-centered education.

Point-of-care learning Academic medical centers are leveraging EMRs, clinical decisions supportsystems, and computerized provider order entry systems to not only delivercare, but to teach learners about systems, populations, and healthcare quality.



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Participants

Staff

H. Tomas Aretz, MDPartners HealthCare International

John Baker D2L (Desire2Learn)

Marni Baker Stein, PhDTe University of exas System

Administration

Janis (Jan) P. Bellack PhD, RN, FAAN* MGH Institute of Health Professions

Norman B. Berman, MD MedU Geisel School of Medicine at Dartmouth

David Blumenthal, MD, MPPTe Commonwealth Fund

Benjamin K. Chu, MD, MPH, MACPKaiser Foundation Health Plan, Inc.and Hospitals

David A. Cook, MD, MHPE Mayo Clinic College of Medicine

Jeffrey B. Cooper, PhD*Harvard Medical School

Massachusetts General Hospital

Rishi Desai, MD, MPHKhan Academy

K. Anders Ericsson, PhDFlorida State University

Erica Frank, MD, MPHTe University of British ColumbiaFaculty of Medicine

Shiv GaglaniOsmosis

Johns Hopkins University School of Medicine

Deborah C. German, MDUniversity of Central FloridaCollege of Medicine

Jean Giddens, PhD, RN, FAANVirginia Commonwealth UniversitySchool of Nursing

John P. Glaser, PhDCerner Corporation

Vivek Goel, MD, CM, MSc, SM, FRCPCUniversity of oronto

Louis M. Gomez, PhDUniversity of California, Los AngelesGraduate School of Education andInformation Studies

Peter Goodwin, MBA Josiah Macy Jr. Foundation

Maryellen E. Gusic, MD Association of American Medical Colleges

Ryan Haynes, PhDOsmosis

K. Ranga Rama Krishnan, MB ChBDuke-NUS Graduate Medical School

Gerri Lamb, PhD, RN, FAAN Arizona State University College of Nursingand Health InnovationHerberger Institute for Design and the Arts

Mary Y. Lee, MD, MS, FACPufts University School of Medicine

Catherine R. Lucey, MDUniversity of California, San FranciscoSchool of Medicine

Mary (Beth) E. Mancini, RN, PhD,NE-BC, FAHA, ANEF, FAAN*Te University of exas at Arlington Collegeof Nursing

Haru Okuda, MDVeterans Health Administration

Sally Okun, RN, MMHSPatientsLikeMe Inc.

Charles G. Prober, MD*Stanford University School of Medicine

Stephen C. Schoenbaum, MD, MPH* Josiah Macy Jr. Foundation

William Stead, MDVanderbilt University School of Medicine

Gail W. Stuart, PhD, RN, FAAN* Medical University of South CarolinaCollege of Nursing

George E. Tibault, MD* Josiah Macy Jr. Foundation

Marc M. riola, MD, FACP*New York University School of Medicine

Sandrijn van Schaik, MD, PhDUniversity of California, San FranciscoSchool of Medicine

David Vlahov, PhD, RN, FAANUniversity of California, San FranciscoSchool of Nursing

Warren F. Wiechmann, MD, MBA University of California, IrvineSchool of Medicine

Stacy L. Williams, PhD, CCC-SLP Allied Health Media

Yasmine R. Legendre, MPA Josiah Macy Jr. Foundation

Ellen J. Witzkin Josiah Macy Jr. Foundation

eresa CirilloEMCVenues

eri Larsoneri Larson Consulting

* Planning Committee Member



JOSIAH MACY JR. FOUNDATION44 East 64th Street, New York, NY 10065

CONFERENCERECOMMENDATIONSApril 9 – 12, 2015 | Arlington, Virginia

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Enhancing Health Professions Education through Technology: Building aContinuously Learning Health System

Documents

Enhancing Teaching and Learning through Technology (284964550)