Computer-assisted learning: cyberPatient--a step in the future of surgical education

• Published in: Journal of investigative surgery Vol. 12; no. 6; pp. 307 - 317
• Main Authors: Karim Qayumi, A, Qayumi, T
• Format: Journal Article
• Language: English
• Published: United States 01.11.1999
• Subjects: Computer-Assisted Instruction; General Surgery - education; Software
• ISSN: 0894-1939
• DOI: 10.1080/089419399272296

Computer-assisted learning is a hot topic and is evolving parallel with the rapidly growing computer technology. Today, modern computers with sophisticated software are able to create a new dimension in the application of many important pedagogical principles and philosophies. Modern computers with excellent multimedia applications are capable of simulating a realistic situation that enriches the educational environment, improves the learning process, and brings new challenges to the process of "learning by doing." The use of computers in medical industry and in medical education lags far behind other applications in the industrial world. Although a great many computer-assisted learning programs have been developed in the last decade and patient simulation has been attempted, there are no computer programs in the market that are capable of simulating the realism of the patient-doctor relationship. cyberActive Technology Ltd. has been able to complete this mission. The computer software cyberPatient developed by cyberActive Technology Ltd. is able to realize this long-term dream of medical students and educators. The discrepancy between theoretical and practical medical knowledge in the classical medical education was greater than in any other aspect of science. In classical medical education, diseases were taught beginning with etiology and pathogenesis to signs and symptoms. In practice, the patient comes to the doctor with complaints, and the doctor has to think backward to find out about the etiology and pathogenesis. This discrepancy created enormous difficulties for interns and young doctors with respect to the application of theoretical medicine to medical practice. This was one of the reasons why medical schools turned to a new problem-based learning curriculum. The new curriculum, however, has brought new challenges and problems of its own. Some of the problems include patient availability, increased demands for teachers, and, in turn, significant increases in the costs of medical education. Intensive use of computers may be a solution for problem-based learning. The aim of this article is to give an overview of computer-based learning and its place in the future of medical education.