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Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners

机译：为临床学习者提高基于Web的多媒体教学效果的十二个技巧

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摘要

Using educational technology does not necessarily make medical education more effective. There are many different kinds of technology available to the contemporary medical teacher and what constitutes effective use may depend on the technology, the learning situation and many other factors. Web-based multimedia instruction (WBMI) provides learners with self-directed independent learning opportunities based on didactic material enhanced with multimedia features such as video and animations. WBMI may be used to replace other didactic events (e.g. lectures) or it may be provided in addition to other learning opportunities. Clinical educators looking to use WBMI need to make sure that it will meet both their learners' needs and the program's needs, and it has to align to the contexts in which it is used. The following 12 tips have been developed to help guide faculty through some of the key features of the effective use of WBMI in clinical teaching programs. These tips are based on more than a decade developing, using and appraising WBMI in support of surgical clerkship education across the USA and beyond and they are intended both to inform individual uses of WBMI in clinical training and to guide the strategic use of WBMI in clinical clerkship curricula.
机译：使用教育技术并不一定会使医学教育更加有效。当代医学教师可以使用多种不同的技术，什么是有效使用，取决于技术，学习情况和许多其他因素。基于Web的多媒体教学（WBMI）为学习者提供了基于教学的自主学习机会，这些教学材料具有增强的视频和动画等多媒体功能。 WBMI可以用来代替其他教学活动（例如讲座），或者可以在其他学习机会之外提供。希望使用WBMI的临床教育者需要确保它既可以满足学习者的需求，又可以满足计划的需求，并且必须与使用它的环境相适应。已开发出以下12条提示，以帮助指导教师了解在临床教学计划中有效使用WBMI的一些关键特征。这些技巧基于十多年来开发，使用和评估WBMI来支持全美及其他地区的外科文员教育的技巧，目的是为WBMI在临床培训中的个人使用提供信息，并指导WBMI在临床中的战略使用文员课程。

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