Temerty Faculty of Medicine
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Educational Technology for Health Practitioner Education

AGENDA

Description:

The course will increase the learners' comfort level in using technology teaching in healthcare. Through background theory, hands-on usage, and practical application of technologies in course work, participants will understand the advantages/disadvantages and opportunities for utilizing technology in their teaching. Students will undertake projects that entail preparing and utilizing a technology-enhanced curriculum for teaching in online and hybrid learning environments. A collaborative, constructivist approach will be utilized to promote group learning in class and online. Learners will be primarily exposed to content creation (through website building tools such as WordPress, Social Media (through Twitter), asynchronous discourse (through Slack), and synchronous technologies (through Zoom) but will also have opportunities to explore other mediums. The course will increase the learner's comfort level in using technology-enhanced teaching in healthcare. Through background theory, hands-on usage, and practical application of technologies in course work, participants will understand the advantages/disadvantages and opportunities for utilizing technology in their teaching. Students will undertake projects preparing and utilizing a technology-enhanced curriculum for teaching in non-traditional, technology-enhanced environments. Collaborative constructivist approaches will be utilized to promote group learning in class and online. Learners will be primarily exposed to content creation (through WordPress™), social media (through Twitter™), asynchronous discourse (through Pepper™), and synchronous technologies (through Adobe Connect™ ) but will also have opportunities to explore other mediums.

Outcomes:

By the end of the course learners will be able to:

  1. Apply and adapt educational frameworks and theories for technology-enhanced curriculum development in healthcare education
  2. Develop a comfort level with using various teaching technologies within the course and knowledge of other mediums and software available.
  3. Analyze/evaluate the advantages and disadvantages (opportunities and limitations) of different types of technology and appropriately select different modalities to meet specific learning objectives
  4. Research and teach about a technology-enhanced tool/software or concept through Zoom
  5. Create a proposal on how technology could be used to meet a personal or institutional educational objective or dilemma
  6. Articulate potential issues and ethical considerations that arise  with the application of  technology in teaching (such as technological glitches and educational challenges such as academic integrity, authenticity, copyright, privacy, lurkers, assessment, etc.)

 

Format: Online- synchronous and asynchronous

Evaluation:

Use of online technologies (website & reflections, Twitter, video creation): 50%
Educational technology online group presentation: 20%
Culminating project and presentation: 30%

 

Requirements:

  1. Students MUST have their own computer with high speed internet capabilities and webcam/speaker capabilities. The ideal setup would include 2 monitors on their computer to appreciate all aspects of the interactive online classroom. A second backup laptop (or smart phone is also encouraged).
  2. Students MUST have headset (or earbuds with microphone) compatible with their computer.
  3. Students must have basic computer skills, including comfort in using the internet, and online asynchronous discussion boards. Comfort in using synchronous methods of online communication such as Zoom as well as social media such as Twitter is also encouraged prior to the course but is not a requirement.
  4. As much of this course is dependent on constructivist learning techniques, participants must be able to attend all dates (with exceptions made for illness and unforeseen circumstances).
  5. Students must feel comfortable in using open access Twitter and WordPress accounts; however, students are allowed to use a pseudonym or other name for this purpose. This is to create a collaborative environment and develop a skillset that is mindful that anything posted on the internet may be accessible to others.
  6. Students are encouraged to have access to a mobile learning device that will allow application “app” usage (such as an iPhone, iPad or android device) although this is not a prerequisite.

Reading(s): As assigned

Contact:

Email: familymed.grad@utoronto.ca

PREREQUISITES

Participants must be licensed in a recognized health profession or a senior trainee therein.