Digital Technologies for Teaching for Allied Healthcare Students and Future Directions

Digital Technologies for Teaching for Allied Healthcare Students and Future Directions

Roselyn Rose'Meyer, Indu Singh
DOI: 10.4018/978-1-5225-3850-9.ch014
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Digital technologies are an integral component of the allied healthcare curricula, including dental technology, physiotherapy, pharmacy, nutrition, nursing, and laboratory medicine. Various digital technologies are implemented for the education of allied healthcare students. They have been used for curriculum design, engaging and facilitating the understanding of fundamental concepts in various disciplines, the development of active learning strategies, and designing critical thinking and clinical reasoning education. Online digital atlases and libraries provide flexible resources as study tools for students in the classroom and on industry placement. Adaptive digital learning, communication technologies, and virtual reality for teaching have become an essential component of the allied healthcare education. As students develop skills for their profession, the digital technologies have provided a platform for the documentation of their competencies and progress through industry placement, allowing academic staff to chart their progress and employers to assess the graduate competencies.
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All Allied Health students irrespective of the field of study, through meticulous curriculum design, are required to learn concepts relevant to the field, be able to communicate with patients and other Health professionals, use critical analysis or clinical reasoning to devise plans for implementation strategies and, have the skills to test or construct resources. Uniformly across tertiary institutions both nationally and internationally, laboratory teaching hours and access to clinical placements are declining due to the increased pressure of student enrolment numbers. The authors in this discuss innovative ways in which digital technologies have been implemented for curriculum design, for skills development and training and monitoring students during clinical placements. The final chapters discuss the use of digital technologies to document a student’s competences and abilities for assessment and employment.

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