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A Blueprint (Model) For Medical Education 1A BLUEPRINT (MODEL) FOR FACULTY MEMBERS TO BENEFIT FROM TECHNOLOGY INMEDICAL EDUCATION – A LITERATURE BASED STUDYBy [NAME]CourseProfessor’s NameLocation of InstitutionDate
A Blueprint (Model) For Medical Education 2Research proposalA blueprint (model) for faculty members to benefit from technology in teaching medical education –a literature based studyIntroductionMedical education in the Twenty First Century has greatly been influenced by the everchanging technological advancements which creates diversity in pedagogical techniques. Thecurrent technological advancements have triggered a change in societal expectations ascommunities put patient safety at the forefront. They have also advanced ethical considerationsin patient physician interactions and procedures hence rendering the traditional lecturing methodused in teaching medicine insufficient. As a result, medical practitioners and educators haveshifted attention to identify ways through which they can integrate technology in medicaleducation (Saleem et al., 2012). Incorporating technology in medical education helps infacilitating basic knowledge acquisition and improves decision making. Also Srivastava et al.(2014) presents that integration of technological techniques in medical education enhancesperceptual variation, skill coordination, practicing for critical events, team training as well asenhancing psychomotor skills. Ramlogan et al (2014) argues that incorporating technology inmedical learning offers various multimedia elements to match different learning styles; it alsosaves time and allows learning anywhere and at anytime. Information Technology (IT) has had apowerful impact on medical education. Most medical student own IT devices, such as tablets,smart phones and personal computers and these tools can be used to enter, store, retrieve,transmit and exchange teaching and learning materials and other health-related information atany time and from any location Mosa et al. (2012).Despite the effectiveness of the emerging technologies in Medical education, thetraditional academicians have inadequately integrated technology in teaching medical concepts.This has been the case in various Saudi Arabian institutions even though many medical faculties
A Blueprint (Model) For Medical Education 3have provided the required technological infrastructure. Gamdi and Samarji (2016) argue thatinadequacy of pedagogical and content skills hinders effective integration of technology inteaching and learning medical concepts. KSU introduced the Deanship of e-learning andDistance Learning in 2010 (Zakaria et al. 2013). All courses and lectures are available viaBlackboard and, although most courses in the College of Medicine do use the LearningManagement System to deliver test grades and to upload lecture notes, there are moreinteractive tools that most of the faculty members do not take advantage of, such as chat rooms,evaluation tools and discussion boards. As demonstrated in King Saud University (KSU)

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Term
Fall
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Tags
Educational Psychology, Test, Physician, E learning, Virtual learning environment, Learning management system

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