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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
Copyright: © 2021 |Pages: 13
ISBN13: 9781799830221|ISBN10: 1799830225|EISBN13: 9781799830238
DOI: 10.4018/978-1-7998-3022-1.ch030
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MLA

Rose'Meyer, Roselyn, and Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions." Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, IGI Global, 2021, pp. 581-593. https://doi.org/10.4018/978-1-7998-3022-1.ch030

APA

Rose'Meyer, R. & Singh, I. (2021). Digital Technologies for Teaching for Allied Healthcare Students and Future Directions. In I. Management Association (Ed.), Research Anthology on Developing Critical Thinking Skills in Students (pp. 581-593). IGI Global. https://doi.org/10.4018/978-1-7998-3022-1.ch030

Chicago

Rose'Meyer, Roselyn, and Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions." In Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, 581-593. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3022-1.ch030

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Abstract

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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