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Autonomous Learning and Skill Accreditation: A Paradigm for Medical Studies

Autonomous Learning and Skill Accreditation: A Paradigm for Medical Studies

Dionysios Politis, Petros Stagiopoulos, Sophia Aidona, Georgios Kyriafinis, Ioannis Constantinidis
Copyright: © 2018 |Pages: 31
ISBN13: 9781522536345|ISBN10: 1522536345|EISBN13: 9781522536352
DOI: 10.4018/978-1-5225-3634-5.ch012
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MLA

Politis, Dionysios, et al. "Autonomous Learning and Skill Accreditation: A Paradigm for Medical Studies." Optimizing Student Engagement in Online Learning Environments, edited by A.V. Senthil Kumar, IGI Global, 2018, pp. 266-296. https://doi.org/10.4018/978-1-5225-3634-5.ch012

APA

Politis, D., Stagiopoulos, P., Aidona, S., Kyriafinis, G., & Constantinidis, I. (2018). Autonomous Learning and Skill Accreditation: A Paradigm for Medical Studies. In A. Kumar (Ed.), Optimizing Student Engagement in Online Learning Environments (pp. 266-296). IGI Global. https://doi.org/10.4018/978-1-5225-3634-5.ch012

Chicago

Politis, Dionysios, et al. "Autonomous Learning and Skill Accreditation: A Paradigm for Medical Studies." In Optimizing Student Engagement in Online Learning Environments, edited by A.V. Senthil Kumar, 266-296. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3634-5.ch012

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Abstract

This research article promotes Multimedia Learning in the sphere of Medical Education and Practice. It describes how learners can acquire educational experiences as e-learning experiences. Indeed, medical training seems to be the last frontier, not only for remote and distant learning, but also for any form of non-formal or non-typical education, at least in pre-graduate level. It seems that the main reasons for not having achieved on-line learning are the Complexity of the Content, and the Type of Learning, which are unique, in some sense set apart from the main paradigm for learning that governs most other sciences. Overall, these two factors, alongside the neurophysiological interaction of e-Learning users, require considerable resources to ensure a constant flow of accredited education. Can this be changed?

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