If you continue without changing your settings, we’ll assume you’re happy to receive all cookies from the BMA website. Find out more about cookies
When you visit any web site, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to. The information does not usually directly identify you, but it can give you a more personalised web experience.
Because we respect your right to privacy, you can choose not to allow some types of cookies. Click on the different category headings to find out more and change our default settings. However, blocking some types of cookies may impact your experience of the site and the services we are able to offer.
These cookies are necessary for the website to function and cannot be switched off in our systems. They are usually only set in response to actions made by you which amount to a request for services, such as setting your privacy preferences, logging in or filling in forms.
You can set your browser to block or alert you about these cookies, but some parts of the site will not then work. These cookies do not store any personally identifiable information.
These cookies are required
These cookies allow us to know which pages are the most and least popular and see how visitors move around the site. All information we collect is anonymous unless you actively provide personal information to us.
If you do not allow these cookies we will not know when you have visited our site, and will not be able to monitor its performance.
These cookies allow a website to remember choices you make (such as your user name, language or the region you're in) and tailor the website to provide enhanced features and content for you.
For example, they can be used to remember certain log-in details, changes you've made to text size, font and other parts of pages that you can customise. They may also be used to provide services you've asked for such as watching a video or commenting on a blog. These cookies may be used to ensure that all our services and communications are relevant to you. The information these cookies collect cannot track your browsing activity on other websites.
Without these cookies, a website cannot remember choices you've previously made or personalise your browsing experience meaning you would have to reset these for every visit. In addition, some functionality may not be available if this category is switched off.
Our websites sometimes integrate with other companies’ sites. For example, we integrate with social networking sites such as Twitter and Facebook, to make it easier for you to share what you have read. These sites place their own cookies on your browser as a result of us including their icons and ‘like’ or ‘share’ buttons on our sites.
The 11th annual New Media Consortium Horizon Report gives us a Buzzfeed-esque list of six key trends that are accelerating the adoption of technology in higher education. I was particularly struck by the claim that the top 25 social media platforms worldwide share a massive 6.3billion accounts between them - it reminded me of another report I saw this week which stated that Facebook hosts around 10billion photos taking up one petabyte of storage - 1048576 gigabytes or 65,536 iPhones by my very approximate calculations...
Anyway, none of the trends in the report are related to medical education directly, though I think much of it is relevant - for example online learning and student-led research projects.
How has technology changed the way you learn since you started studying? And how can you see it developing in future?
Here's one example of how technology is changing the experience of medical learning.
Not quite the same (or as original!) as the robotic buttocks, but we have a 'SimMan' at HYMS which is a plastic model with pulses, airway sounds, a speaker in his mouth (so someone can go next door and speak through it, pretending to be the patient), and hooked up to various monitoring equipment. This is SO useful for practicing emergency scenarios. You can treat him and see how he improves (or deteriorates), as someone next door controls his ECG response etc. I have found it a very useful experience as it would be totally inappropriate to 'practice' these sort of things on real patients. I understand these sort of models are quite expensive, but I'm sure they'll have a growing role in the future of medical education.
There are quite often interesting educational threads on Twitter. Similarly a couple of people I follow on Twitter often post links to interesting journal articles etc. I haven't really used Facebook for anything particularly educational, but I do often see a lot of newspaper articles 'shared' on there. So, I'd say I've definitely learned interesting things in medicine via Twitter - less so with Facebook.
In reply to Melody Grace Redman:
That's interesting! I'm curious how many medical schools do something similar. And I am the same with social media - I get far more news from Twitter, but when I am checking Facebook I'm more interested in the social aspect so I don't tend to follow many news organizations there.