Tag: Wolters Kluwer

One Big Question Education Technology Leaders Should Be Asking Now: What Can We Do To Ensure The Long-Term Value of Digital Learning Curriculums?

Response from Vikram Savkar, vice president and general manager of the medicine segment, Health Learning, Research & Practice at Wolters Kluwer.

Vikram Savkar

Our education systems have been forced to be incredibly nimble and quickly adapt in the face of the COVID pandemic. The initial focus of key stakeholders across the education ecosystem has been rapid response: making existing digital tools widely available to educational institutions who could only connect with their students remotely, and quickly developing short-term new solutions to plug critical gaps.

It’s now clear that virtual or hybrid learning is likely to continue in 2021 and be a permanent part of our education curricula, even once the pandemic has passed.  As a community, we need to be asking how we transition from a rapid-response approach to digital learning towards scalable, sustainable digital learning platforms that empower hybrid learning models in order to improve upon, rather than temporarily replace, traditional education environments.

In medical education, for instance, during the pandemic we saw a rapid uptake of digital anatomy tools and digital textbook and assessment platforms that had existed for some time but were suddenly in broad demand. Faculty and students alike discovered during this disruption that these tools were not just adequate, but in fact highly effective. As a result, most medical schools have indicated that they will permanently rely on digital tools as a core part of their educational approach into the future.

For providers, therefore, the task is to address this rapidly growing demand by rethinking our approach to digital learning tools. Today’s technologies met a critical short-term need during the pandemic; but it is tomorrow’s technologies that must address a permanent shift in educational approach. Does this involve AI-based adaptivity? Social learning? Data visualization? Time will tell. But what is clear is that, given the inflection point that the pandemic is proving to be, it’s a time to leap forward, not consolidate.

Virtual Learning Environments In Response To COVID-19

Vikram Savkar

Responses from Vikram Savkar,  vice president and general manager, medical segment, Wolters Kluwer’s Health Learning, Research, and Practice business.

Because most schools have moved to virtual learning environments in response to COVID-19, what are the likely long-term outcomes of this?

Time in the classroom, small group interactions, labs, and so on will always remain an important part of the medical school experience. But medical school faculty have long employed an online component to their classes by capturing their lectures and posting them online and recording narrated PowerPoints for students to consult. And the current crisis is significantly expanding the demand for digital tools.  Many students left campus in such a hurry that they did not take textbooks home with them. As a result, we have had many schools that had not already subscribed to our digital learning tools inquire about how they can quickly get access. Wolters Kluwer responded by offering 90-day free access to these collections to help medical schools and students navigate through unprecedented and painful disruptions.

What faculty and students alike are discovering during this disruption, out of necessity, is that online medical education can be surprisingly effective. They are realizing that illustrated textbooks, quizzes and exams, medical board preparation, case studies and so on are all available through online tools, and in many cases these tools can open up new educational benefits.

Some products, for instance, allow instructors to assess how students are performing, and to zero in on students who may be struggling to grasp a subject, so that quick remediation can be employed. Even anatomy classes – which one might suppose could not possibly be virtualized – are being transitioned rapidly during the disruption to powerful visualization digital tools, and the instructors we are speaking to are surprised and delighted by how effective they can be.

When this disruption is past, and med students return to their classrooms in the fall, I doubt classrooms will fully return to “the way things were.”  My assumption is that, in the wake of COVID-19, medical schools will have begun a path of willing transition toward robust integration of digital learning tools into the curriculum, a path that will play out over several years but constantly accelerate.

Will more schools embrace distance learning once we’re beyond the pandemic? If so, what will that look like? Will some educational entities move beyond physical classrooms altogether?

The medical school curriculum has already undergone significant changes in recent years, incorporating team-based activities, problem-based learning and a flipped classroom approach. And as mentioned above, I do envision that uptake of online tools will now advance gradually beyond online lecture and narrated PowerPoint to encompass digital textbooks, assessment solutions, test prep tools, visualization platforms and so on, all of which will push some of the basal learning elements of medical school out of the classrooms and into the students’ private study time.

This transition will enable time in the classroom to be used even more than today as a forum for discussion and assessment, and a place to learn by doing in order facilitate mastery of advanced content. It may even free up more time for early-stage students to get practical, hands-on experience with patients, which is an increasing area of focus across the medical school community.  But all of this simply represents an evolution toward balancing the timeless strengths of classroom education (direct contact with expert instructors, peer learning and so on) with the benefits of digital tools (personalization, self-paced learning, immersive study).

As for pure distance learning, that is a more complicated question. I do think most medical schools will set up digital webcasting capabilities moving forward, so that if there are further disruptions and periods of social distancing, they will be able to rapidly and effectively transition classes to a distance mode. But I don’t envision many medical schools making a significant move toward pure distance education in the near future except during periods of massive disruption like the one we are experiencing now.  As I’ll cover in more detail below, the classroom and campus aspect of the medical school experience is core to what medical students learn and how they learn.

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