Teaching and learning in health sciences for healthcare professionals has changed drastically in recent years due to advances in teaching, learning, assessments, and advanced learning technologies (e.g., simulation, high-fidelity mannequins, virtual reality). More specifically, the field of health education has undergone significant changes in the last decade with advances in the psychology of learning and teaching, data analytics, Artificial Intelligence (AI), and learning technology to augment educational and training across levels of expertise (e.g., medical students, physicians, allied health professionals/students), healthcare professionals (e.g., ICU nurses, palliative care physicians), and healthcare specialties (e.g., oncology, nursing, speech pathology) and contexts (e.g., ICU, emergency department). The challenges across educational and training level (e.g., undergraduate, residency) in health sciences are increasing, and traditional teaching methods and learning methods have been questioned. For example, medical students need to acquire scientific knowledge, develop technical competencies (e.g. digital technologies), and soft skills (e.g., empathy) which are essential in optimizing performance in health care teams.
New teaching and learning strategies have been implemented in health students' teaching and learning processes. The social restrictions conferred by the COVID-19 pandemic forced different pedagogical approaches, adapting new technologies and teaching modalities. Some of these proved to be valuable and practical, aiming at its maintenance in the future.
This call for manuscripts to be published in Frontiers in Psychology aims to identify the best and most effective teaching and learning methods for in health sciences across health professionals.
We seek various types of manuscripts ranging from meta-analyses, empirical studies, theoretically and empirically based conceptual, methodological, and analytical frameworks, etc. For example, evidence-based studies concerning the effectiveness of new pedagogical approaches will be accepted in all disciplines (e.g., chemistry, anatomy, psychology, clinical practice) that support undergraduate health education, helping educationalists worldwide and pointing to future directions of higher health schools’ curricula. In addition, Original Research, Systematic Review, Review will also be considered. Furthermore, new psychologically-based methodological approaches to advance teaching and learning in health professions using sensors and real-time data analytics will also be considered.
Topics of interest include:
• Interactive teaching/training/learning methodologies in undergraduate and postgraduate health education;
• Emerging learning needs in health education and innovative teaching environments (mobile, social networks);
• Different pedagogical models: problem-based learning (PBL), student-centered learning, case-based instruction, cognitive apprenticeship model, evaluation;
• Advanced learning technologies: simulation, virtual reality (VR), augmented reality (AR), mixed reality (MR), high-fidelity mannequins.
Teaching and learning in health sciences for healthcare professionals has changed drastically in recent years due to advances in teaching, learning, assessments, and advanced learning technologies (e.g., simulation, high-fidelity mannequins, virtual reality). More specifically, the field of health education has undergone significant changes in the last decade with advances in the psychology of learning and teaching, data analytics, Artificial Intelligence (AI), and learning technology to augment educational and training across levels of expertise (e.g., medical students, physicians, allied health professionals/students), healthcare professionals (e.g., ICU nurses, palliative care physicians), and healthcare specialties (e.g., oncology, nursing, speech pathology) and contexts (e.g., ICU, emergency department). The challenges across educational and training level (e.g., undergraduate, residency) in health sciences are increasing, and traditional teaching methods and learning methods have been questioned. For example, medical students need to acquire scientific knowledge, develop technical competencies (e.g. digital technologies), and soft skills (e.g., empathy) which are essential in optimizing performance in health care teams.
New teaching and learning strategies have been implemented in health students' teaching and learning processes. The social restrictions conferred by the COVID-19 pandemic forced different pedagogical approaches, adapting new technologies and teaching modalities. Some of these proved to be valuable and practical, aiming at its maintenance in the future.
This call for manuscripts to be published in Frontiers in Psychology aims to identify the best and most effective teaching and learning methods for in health sciences across health professionals.
We seek various types of manuscripts ranging from meta-analyses, empirical studies, theoretically and empirically based conceptual, methodological, and analytical frameworks, etc. For example, evidence-based studies concerning the effectiveness of new pedagogical approaches will be accepted in all disciplines (e.g., chemistry, anatomy, psychology, clinical practice) that support undergraduate health education, helping educationalists worldwide and pointing to future directions of higher health schools’ curricula. In addition, Original Research, Systematic Review, Review will also be considered. Furthermore, new psychologically-based methodological approaches to advance teaching and learning in health professions using sensors and real-time data analytics will also be considered.
Topics of interest include:
• Interactive teaching/training/learning methodologies in undergraduate and postgraduate health education;
• Emerging learning needs in health education and innovative teaching environments (mobile, social networks);
• Different pedagogical models: problem-based learning (PBL), student-centered learning, case-based instruction, cognitive apprenticeship model, evaluation;
• Advanced learning technologies: simulation, virtual reality (VR), augmented reality (AR), mixed reality (MR), high-fidelity mannequins.
