More and more sophisticated gadgets are made and many are in the marketplace today. Not all of us like these gadgets. Families use these gadgets for a purpose. Working adults use them for a purpose. Students need them for a purpose. Children also need them for a purpose.
What matters is what gadgets fit whom and for what needs. When do you go out to buy an expensive sophisticated gadget that you think will fit your fancy? Or do you just own them just to be like the Jones?
In medical education or the teaching of medicine at undergraduate level, these gadgets have managed to find a place in the pockets of medical students, regardless of whether lecturers are aware or otherwise. Medical students are among the most responsive users of gadgets for learning. They surely must own the world's fanciest gadgets at such a young age. But do these gadgets help them in their learning or improve their grades? How do we know that these sophisticated expensive gadgets are indeed helping students to learn and learn better?
If students have these gadgets, will university education and mode need to change too? What should we do about didactic teaching? How should we transform lectures? Is there room for the improvement of lectures at all universities that teach medicine today?
This is the move by Stanford University to make better use of lectures and lecture time. What do you say?
http://www.nejm.org/doi/full/10.1056/NEJMp1202451
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