Dynamic changes in teaching and learning methods in the fild of study of medicine – evolution, not revolution
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Academy of Applied Medical and Social Sciencesin Elbląg, Poland
Department of Exercise Physiology and Functional Anatomy, Faculty of Health Sciences, Ludwik Rydygier Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University in Toruń, Poland
These authors had equal contribution to this work
Submission date: 2023-10-17
Acceptance date: 2023-11-05
Online publication date: 2023-12-31
Corresponding author
Agata Wójcik-Kula   

Department of Exercise Physiology and Functional Anatomy, Faculty of Health Sciences, Ludwik Rydygier Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University in Toruń, Świętojańska 20, 85-077 Bydgoszcz, Poland
Acta Elbingensia 2023;50(1):77-82
Recent years have witnessed a dynamic development of new teaching methods at faculties of medicine. In addition to traditional forms, i.e. frontal lectures and anatomy classes in the mortuary, online methods are being developed that employ digital data transfer. The need to adapt teaching methods to new educational conditions results, among other reasons, from digitalization, accelerated during the COVID-19 pandemic.

The aim of the work was an overview of digital education tools, distance learning methods, the potential of medical simulation centers and other modern methods useful in medical education.

Material and methods:
We have reviewed available literature, the most frequently used educational platforms, and virtual reality products in relation to the current requirements for the quality of education.

Results and discussion:
The dynamic technological progress facilitates the reduction of medical education costs via alternative teaching methods. Human anatomical preparations can be replaced by their models printed in 3D technology and anatomy can be taught using virtual reality (VR). High-fidelity simulations or VR enable teaching clinical skills, including practical ones (soft skills) in safe, controlled, and standardized conditions. Recently, direct mentor–student relationship has also changed – from traditional (questions and answers) to non-standard, i.e. problem based learning, focused on group discussions, team work, and self-education.

(1) A wide range of modern and innovative education methods can increase the effectiveness of education at faculties of medicine and make it more attractive. (2) Bedside activities with hands-on teaching of practical skills supervised by experienced educators remain the basis of education for subsequent generations of doctors.

Not declared.
Not declared.
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