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A Pedagogical Paradigm Shift: Prospective Epistemologies of Extended Reality in Health Professions Education

A Pedagogical Paradigm Shift: Prospective Epistemologies of Extended Reality in Health Professions Education

Catherine Hayes
Copyright: © 2022 |Pages: 20
ISBN13: 9781799883715|ISBN10: 179988371X|EISBN13: 9781799883722
DOI: 10.4018/978-1-7998-8371-5.ch004
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MLA

Hayes, Catherine. "A Pedagogical Paradigm Shift: Prospective Epistemologies of Extended Reality in Health Professions Education." Emerging Advancements for Virtual and Augmented Reality in Healthcare, edited by Luis Pinto Coelho, et al., IGI Global, 2022, pp. 45-64. https://doi.org/10.4018/978-1-7998-8371-5.ch004

APA

Hayes, C. (2022). A Pedagogical Paradigm Shift: Prospective Epistemologies of Extended Reality in Health Professions Education. In L. Coelho, R. Queirós, & S. Reis (Eds.), Emerging Advancements for Virtual and Augmented Reality in Healthcare (pp. 45-64). IGI Global. https://doi.org/10.4018/978-1-7998-8371-5.ch004

Chicago

Hayes, Catherine. "A Pedagogical Paradigm Shift: Prospective Epistemologies of Extended Reality in Health Professions Education." In Emerging Advancements for Virtual and Augmented Reality in Healthcare, edited by Luis Pinto Coelho, Ricardo Queirós, and Sara Seabra Reis, 45-64. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8371-5.ch004

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Abstract

This chapter provides an insight into the theoretical perspectives which form the foundation of extended reality (XR) and its emergence in practice as a fundamental part of medical and healthcare curricula. Issues such as the authenticity of learning, the validity and reliability of XR within processes of assessment, and the theoretical underpinnings of pedagogical approaches in health professions pedagogy are illuminated. Also considered are the implications of XR within the context of non-patient-based learning and the delineation of cognitive, affective, and psychomotor domains of learning in relation to patient outcomes at the front line of care in applied practice. The COVID-19 pandemic, which has impacted all global higher education institutional (HEI) learning since March 2020, is also considered in the context of moves to ensure that medical and healthcare education can continue, albeit via hybrid models of learning as opposed to traditional pedagogical approaches, which have remained little altered over the last century.

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