Ethics behind technology-enhanced medical education and the effects of the COVID-19 pandemic

Abstract

This century has been marked by an ever-growing technology-dependent society. Medical education has not been exempt from this, with the integration of technological advancements into the classroom and laboratory. Research has been focused primarily on the impact of students’ learning and perception, with limited data oriented towards the impact it will cause on future pedagogics and healthcare providers, as well as the ethical implications behind its integration in education. Although the benefits are evident, a bridge between technology-enhanced medicine and education with basic humanity should always be present. The human-centered educational experience cannot be lost. Educators must remain committed and be persistent in learning how to engage new technologies in order to prevent the loss of ethical principles and professionalism, as well as interpersonal relationships and mentoring, thus avoiding isolation, the production of incompetent healthcare professionals and unfit pedagogics. The COVID-19 pandemic forced remote teaching worldwide and will have a lasting effect on medical education. However, educational strategies need to constantly evolve alongside the integration of emerging technologies, and educators must be instructed and adequately trained for their use. As much as technology affords us enriched mediated interactions, face-to-face teaching is an important and ongoing necessity in the evolution of anatomy and medical education. Technology must be integrated purposefully in the design of learning and should complement and support the persistent need for interpersonal interaction, teamwork, and communication skills.

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