Introduction  

There has been a rapid increase in the use of TEL in teaching the health sciences in recent years. At Western Sydney University, the health sciences include: Allied Health; Public Health and Health Services; and Sport, Health and Exercise Science. Some typical professional roles based on training in health science include, but are not limited to, occupational therapy (OT), physiotherapy, podiatry, speech pathology and paramedicine. Significantly, many health science disciplines systematically use technology in their day-to-day activities for designing assessments, learning activities and materials.  

TEL can offer simulated learning experiences in safe and controlled learning environments that reflect clinical practice (Bennett et al., 2017, p. 1) and embed authentic pratice, as much as possible, in the learning experience. This kind of “learning by doing” approach is consistently valued by students (Regmi & Jones, 2020, p. 6). Digital learning material is also replacing learning experiences that were previously based on handling physical specimens – for example, virtual anatomy systems can provide alternative platforms for student learning in online learning environments (Bartoletti-Stella et al, 2021).  

TEL is also attractive in health science education because of its “flexibility to update learning resources in a fast-changing field, and the scope offered for learners to share knowledge and learn critical clinical skills and decision making safely in non-clinical environments” (Nicoll et al., 2018, p. 2). TEL not only enables access to “effective ongoing learning and training even where time or geographical barriers exist” (Nicoll et al., 2018, p. 1), but it is effective at integrating theory into practice ( Regmi & Jones, 2020, p. 6) .   

Current Trends  

Simulation technology is at the centre of innovation in health science education. For example, a well-designed interactive visualisation tool can be used to increase understanding of the biomechanics of a physical injury. Students can contextualise “visual representations relative to one’s own body” (Moller et al., 2021, p. 1). Simulation technology and TEL can provide benefit to the provision of healthcare as well as improve student learning experiences and outcomes. As such, there are significant opportunities to expand the use of technologies to improve health professional education as well as the quality of patient care (Paige, 2021) but this also requires a consolidated framework for professional development of academic staff in the field. The following items were identified in a review (Yilmaz et. al, 2020) of future trends in health science education for teachers:  

• Just-in-time professional development  
• Training in learning analytics to explore learner engagement and outcomes  
• Virtual communities of practice to collaborate and share practices and knowledge  
• Ongoing use of interactive video technologies  
• Continuing programs of professional development  

  Importantly, these dimensions are viewed as the foundation for the development of knowledge and skills in the use of technologies in teaching and learning. As with all professional development programs, the key will be to facilitate the application of technologies to enhance and promote student learning experiences and outcomes. A further consideration in any professional development program is the important role of theory in informing the development of approaches in technology-enhanced learning (O’Connor et al., 2022).  

  Technologies and Practices  

  Various TEL is currently used in health science education. For example, in teaching anatomy, TEL can include podcasts and screencasts, online games, and educational software, which can be used on personal computers, smartphones and tablets. Some Virtual Reality (VR) technologies include Oculus Rift and Gear VR. Augmented Reality (AR) can provide clinical training in ways not previously possible. VR and AR is appealing because it can be cost-effective, and it provides easily repeatable exercises and standardised content.   

Case Studies   

A prominent researcher in the area of technology and medical education has contributed a useful summary of the areas to consider in the use, adoption and evaluation of technology-enhanced learning (Ellaway , 2018) and these include:  

•   The focus should be on how technology is used rather than technology itself.  
• Technologies mediate and augment teaching and learning and how this occurs is dependent on a range of contextual factors.  

Technology use, therefore, occurs within a complex constellation of teaching and learning practices and institutional and individual contexts. The following case studies have been chosen to illustrate the how technology can be used in nursing education in a variety of contexts and to address a range of objectives.  

Preparing students for the work environment  

In this study (Everett-Thomas et al. 2021), nursing students use a simulated electronic health record system to prepare students for work in clinical environments which require high levels of clinical documentation and critical thinking skills. Student progress was measured using Benner’s five stage novice to expert theory and findings indicate that student proficiency in documentation and critical thinking improved during the research period of one semester.  

Novel technologies to improve student engagement  

A cross-sectional study (Thompson et al. 2020) was adopted to investigate first year nursing students’ experience of using virtual reality in courses in anatomy, physiology and health assessment. Students reported a higher level of engagement with activities using virtual reality compared to other teaching methods.    

Everyday technology to create and deliver engaging activities  

A review (O’Connor et al., 2020) was undertaken to review the application of podcasts for teaching and learning purposes. The findings of the study contribute to an emerging model of social media use in educational contexts – the Social Media Learning Model – and results from the review indicate that podcasting is a very flexible medium that can be used to address a range of objectives from the delivery of patient stories through to the ongoing use of podcasts to augment programs of study.  

Future Developments  

Virtual reality is one of the emerging technologies that is being used in the health sciences. For example, learners and professionals working in any form of physical therapy might use Neuro Rehab (https://www.neurorehabvr.com/), a VR application which helps track a patient’s progress. It also provides training exercises that are tailored to a patient’s needs. Similarly, learners and professionals can have an enhanced learning experience by using another VR application, Embodied Labs (https://www.embodiedlabs.com/), which simulates the lived experience of particular health conditions, such as hearing loss or dementia. Future developments in health science education include changes from static visualisation (Computed Tomography – CT and Magnetic Resonance Imaging – MRI) to dynamic visualisation (such as virtual reality). AR has the potential to enhance the learning experience, particularly in studying the anatomy of the human body. Additionally, artificial Intelligence (Bilgic & Harley, 2022) is likely to support students (as future professionals) in interpreting data, leading to improved diagnoses and prognoses.  

References  

Bartoletti-Stella, A., Gatta, V., Mariani, G. A., Gobbi, P., Falconi, M., Manzoli, L., Faenza, I., & Salucci, S. (2021). Three-Dimensional Virtual Anatomy as a New Approach for Medical Student’s Learning. International Journal of Environmental Research and Public Health, 18(24)  

Bilgic, E. & Harley, J.M. (2022, March 17). Using Artificial Intelligence in Health Sciences Education Requires Interdisciplinary Collaboration and Risk Assessment . The Conversation. https://theconversation.com/using-artificial-intelligence-in-health-sciences-education-requires-interdisciplinary-collaboration-and-risk-assessment-176628  

Biligic, E., Rodger, S., Fitzgerald, C., & Gibson, L. (2017). Simulation in occupational therapy curricula: a literature review. DOI 10.1111/1440-1630.12372  

Ellaway, R.H. (2018). Technology-enhanced Learning. In Understanding Medical Education (eds T. Swanwick, K. Forrest and B.C. O’Brien). https://doi.org/10.1002/9781119373780.ch10  

Everett-Thomas, R., Joseph, L., & Trujillo, G. (2021). Using virtual simulation and electronic health records to assess student nurses’ documentation and critical thinking skills. Nurse Education Today, 99, 104770. https://doi.org/10.1016/j.nedt.2021.104770  

Moller, H., Creutzfeldt, J., Valeskog, K., Rystedt, H., Edelbring, S., Fahlstedt, M., Fellander-Tsai, L., & Dahlgren, M. (2021). Technology-enhanced learning of human trauma biomechanics in an interprofessional student context. Teaching and Learning in Medicine . DOI 10.1080/10401334.2021.1893735  

Nicoll, P., MacRury, S., van Woerden H. C., & Smyth, K. (2018). Evaluation of technology-enhanced learning programs for health care professionals: systematic review. DOI 10.2196/jmir.9085  

O’Connor, S., Daly, C. S., MacArthur, J., Borglin, G., & Booth, R. G. (2020). Podcasting in nursing and midwifery education: An integrative review. Nurse Education in Practice, 47, 102827. https://doi.org/10.1016/j.nepr.2020.102827  

O’Connor, S., Kennedy, S., Wang, Y., Ali, A., Cooke, S., & Booth, R. G. (2022). Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification. Nurse Education Today, 118, 105518. https://doi.org/10.1016/j.nedt.2022.105518  

  Paige, J. T. (2021). What’s in a name? Simulation and technology enhanced learning uses and opportunities in the era of COVID-19. BMJ Simulation and Technology Enhanced Learning , 7  

R egmi, K., & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education, BMC Medical Education , (20)91  

Thompson, D. S., Thompson, A. P., & McConnell, K. (2020). Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course. International Journal of Nursing Education Scholarship, 17(1), /j/ijnes.2020.17.issue-1/ijnes-2019-0081/ijnes-2019-0081.xml. https://doi.org/10.1515/ijnes-2019-0081  

Yilmaz, Y., Lal, S., Tong, X.C. et al. Technology-Enhanced Faculty Development: Future Trends and Possibilities for Health Sciences Education. Med.Sci.Educ. 30 , 1787–1796 (2020). https://doi.org/10.1007/s40670-020-01100-1