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The Present and Future Interface of Technology and Medical Education

This special issue, dedicated to topics related to technology in medical education, is the result of an impressive collaboration among colleagues representing eight major professional organizations. In 2005, APA and the American Directors of Medical Student Education in Psychiatry cohosted a Summit on Medical Education. Represented at the Summit were focus groups on the subjects of curricula, research, culture and the underserved, finance, and technology. The technology group focused on rapid changes in medicine and business affecting medical education, and published its first article in Academic Psychiatry in 2006 entitled, "Learning About Computers and Applying Computer Technology to Education and Practice" (1). This well-received article reviewed knowledge, skills and attitudes related to technology for psychiatric education, emphasized assessment of individual, group and institutional needs, and advocated "fitting" or integrating technology within—not beside—the curriculum.

This special issue seeks to further explore these concepts. Clearly, the integration of technology in medical education continues to be both rewarding and challenging. Below are brief excerpts from trainees and faculty as they responded to questions regarding their experiences with technology, both good and bad.

What Is Your Experience With Technology?

Student A: "I grew up with it, really, at all levels of school. I mainly use it to ... type reports, search the literature, and reach friends. I never took classes ... I learned from my friends. I have learned some neat things as I go along in medical school. We take exams online ... we get the feedback right away and then retake them to improve our grade. Otherwise, in clinical care, I just learn based on who I work with."

Resident B: "I like technology, do not get me wrong. But in our program, there is usually a lot of buzz about a new thing—then it turns out to be of little/no use. For example, we could store our logs on a personal digital assistant (PDA) for residency requirements; I could have probably written them. On a clinical service, we could not interface the patient list or other functions with the main hospital system ... resulting in writing things out ... so what was the point of using the PDA just for organizing?"

Faculty C: "Well, I have used it over nearly 20 years. I had a hard time learning the PC and Apple programs, though the latter was esthetically impressionable. I need hands-on instruction to learn technical things and then I can use them; I have a hard time learning a bolus of things at a lab and then using them in my office. My colleagues think I am a technophile, and I do hang out with them, but I am not."

Faculty Administrator D: "Well, it has been mixed. Personally, I do not have an affinity for it, but it is a staple in our offices and we are heavily dependent on it. I have to keep up on it and likewise help the staff. Decision-making is delicate, as some deans and the informaticians push for change, but others are not sure it is in our best interests. Each change negotiated has a ripple effect, costing time, money and dissonance in the parties."

What Is the Best Thing About Technology?

Student A: "Most of our slides and notes are online for classes."

Resident B: "Text-paging, which saves a lot of calls back and forth (e.g., dispatch a student, intern and faculty to see a consult with the same page to all)."

Faculty C: "Once I learn something, I feel good about it and if it simplifies my work, I will use it."

Faculty Administrator D: "We have a system now that integrates many parties’ work, which cost to set up, but seems to make sense (e.g., collaborative academic network that links students, faculty, staff and administration). We are still learning how to use it and the best ways to use it."

What Is the Worst Thing About Technology?

Student A: "What you learn about technology depends on who you work with or how well you are connected with the ‘techies.’"

Resident B: "Spending $200-$400 on some product since the residency program did not pay, and then to have it not be that useful."

Faculty C: "I have a hard time solving problems that come up since I do not know underlying principles of a system or how systems connect with one another. This costs time and results in discontinuities in my work."

Faculty Administrator D: "Change is hard, even with those who are motivated. This may be only one of several shifts occurring at any one time ... so hidden "costs" occur if staff members get upset. We do a lot of training for them, though. The faculty? Well, we offer classes through the computer lab by e-mail announcements."

These first-hand experiences provide important texture for this special edition, which offers a close look at technology and education in three sections: 1) leadership, faculty development and infrastructure; 2) educational assessment, interventions and outcomes; and 3) use of technology for education related to clinical care. I hope that this collection offers something of interest for all of our readers!

REFERENCES

TOP REFERENCES

 

1. Hilty DM, Benjamin S, Briscoe G, et al: APA Summit on Medical Student Education Task Force on Informatics and Technology: Learning about Computers and Applying Computer Technology to Education and Practice. Acad Psychiatry 2006; 30:29–35[Abstract/Free Full Text]

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