Physicians are individually licensed and assessed; they practice in teams and are increasingly evaluated and paid on a team basis. Medical education has an ongoing responsibility to prepare its learners to practice medicine both as individuals and in teams. The adoption of problem-based learning, critical care simulation, interprofessional education and other collaborative educational activity designs reflects this changing focus. However, there are other forces at work, not least of which has been the digital revolution that led to learners and teachers conducting a large amount of their work through laptops, tablets and smartphones and other devices. This edition of eMT looks at the ways that devices are incorporated into activities in medical education and the implications of these activity designs.
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