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E-learning in medical education: Guide supplement 32.1--viewpoint.

机译：医学教育中的在线学习：指南补充32.1--观点。

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E-learning is here to stay in medical education! This is the clear message from Rachel Ellaway and Ken Masters in this latest AMEE Guide. The authors begin by discussing the 'e-learner' but there is little critical discussion of what it means to be an e-learner at the present time. Technology is an integral part of the lives of young people, including undergraduate medical students. This has led to claims of a 'Net Generation' of 'Digital Natives' (Sandars & Morrison 2007). However, they are selective in how they use technology, with high use of mobile phones, instant messaging and social networking (e.g. Facebook and MySpace) and media sharing sites (e.g. Flickr and YouTube) (Sandars & Schroter 2007). They still regard face to face interaction as the best form of teaching and only perceive that technology is useful in teaching when it has clear advantages (Joint Information Systems Committee 2008). They also like to keep a clear separation between the use of technology for teaching and its use to support their active social lives. The clear message to educators is that technology in the curriculum has to be carefully planned and that there can be no assumption that it will be accepted by the learners.
机译：电子学习将继续留在医学教育中！这是Rachel Ellaway和Ken Masters在最新的AMEE指南中明确传达的信息。作者首先讨论了“电子学习者”，但是目前很少有人批评要成为电子学习者。技术是包括大学医学生在内的年轻人生活的组成部分。这导致了“数字本地人”的“网络一代”（Sandars＆Morrison 2007）。但是，他们在使用技术方面有选择性，大量使用手机，即时消息和社交网络（例如Facebook和MySpace）以及媒体共享网站（例如Flickr和YouTube）（Sandars＆Schroter 2007）。他们仍然认为面对面的互动是最好的教学形式，只有在技术具有明显优势时才意识到技术对教学是有用的（联合信息系统委员会，2008年）。他们还希望在教学技术的使用与支持他们积极的社会生活的使用之间保持明确的区分。给教育者的明确信息是，课程中的技术必须经过精心计划，并且不能假设学习者会接受它。

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