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The development of digital strategies in teaching is based on the technological progress of the last decades, but also on the strong motivation to focus a didactic concept on the learning individuals. The available data of German medical faculties indicate that digital teaching concepts currently play a subordinate role in medicine in general and specifically in otorhinolaryngology. By assessing data of our own institution, we could demonstrate that the majority of medical students refer mainly to material handed out by the lecturers as single source of information for learning Otorhinolaryngology. Therefore, the application of sound digital teaching strategies provides special chances, in particular in otorhinolaryngology to cope with the excessive amount of online information from partly unclear sources.Currently, the possible degree of digital teaching reaches from digital service supply via punctual provision of classic teaching concepts and blended learning up to completely digital curricula. The attractiveness of curricular integration of digital teaching strategies is less based on the utilization of merely technological progress, but rather on the variety of applying innovative curricula and new didactic concepts. Depending on the intended teaching purpose, the flipped classroom and the virtual reality seem to have a particularly high potential, while mobile learning is already established in individual practice. Testing and evaluating digital teaching innovations for concrete scenarios currently belongs to the most important scientific challenges of digital teaching concepts.Today, the nationwide implementation of digital teaching in Germany is less impeded by technical conditions, but by missing financing because sponsoring is currently mainly performed with reference to concrete projects; in the context of permanent implementation, however, regular costs arise. To support these promising teaching concepts, the sponsoring of institutions for digital teaching with provision of hard- and software solutions at universities could contribute significantly. Establishing cooperation to use such digital platforms might lead to a high efficiency regarding the distribution with simultaneously profiting of savings potential.
This article was published in the following journal.
Name: Laryngo- rhino- otologie
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Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
Diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be overcome by their innate intelligence and compensatory strategies. For all individuals, specific learning disorder can produce lifelong impairments in activities dependent on the skills, including occupational performance. (from DSM-V)
Behavioral treatment that uses drill and practice, compensatory and adaptive strategies to facilitate improvement in targeted learning areas.
Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).
A principle that learning is facilitated when the learner receives immediate evaluation of learning performance. The concept also hypothesizes that learning is facilitated when the learner is promptly informed whether a response is correct, and, if incorrect, of the direction of error.