Game Informed Virtual Patients: Catalysts for Online Learning Communities and Professional Development of Medical Teachers

Game Informed Virtual Patients: Catalysts for Online Learning Communities and Professional Development of Medical Teachers

Michael Begg (University of Edinburgh, UK), David Dewhurst (University of Edinburgh, UK) and Michael Ross (University of Edinburgh, UK)
DOI: 10.4018/978-1-60566-780-5.ch011
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Abstract

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.
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Elearning

eLearning is not merely a phenomenon that impacts upon learners. The implementation of eLearning tools and applications impacts upon all other stakeholders within the learning environment – particularly teachers (Ellaway, Begg, Dewhurst, & Macleod, 2005). It would seem clear that in developing the skills required to create new learning materials in unfamiliar media, and adopting new, equally unfamiliar approaches to creating learning content and educational activities presents considerable challenges for teaching staff.

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