Phases of the procedural didactic model followed in the construction of simulations in the course of medical physics for the virtual teaching-learning context

Authors

  • Ana B. Sánchez García Universidad de Salamanca
  • Francisco J. Cabrero Fraile Universidad de Salamanca
  • José M. Sánchez Llorente Universidad de Salamanca

DOI:

https://doi.org/10.5944/ried.2.15.596

Keywords:

Medical education, Medical physics, Virtual education, Computer simulation computational.

Abstract

This research article is a theoretical and applied analysis of the phases of the pedagogical model followed in the construction of simulations in the field of Medical Physics. There is also an analysis of how the model contributes to the acquisition of procedural knowledge in medical education and how simulators are useful for the teaching of processes. By following the phases of this model in a particular case, some specific information has been obtained about an interactive simulation which was designed for the purpose of investigating the magnetic resonance phenomenon. This simulation was used as a teaching resource on a virtual education platform. It is important to note the interdisciplinary contributions of Cognitive Psychology, Information Technology, Education Sciences, Physics and Medicine. All of these fields contributed to the analysis of the way in which the acquisition of problem solving skills required in Medical Physics occurs through the use of simulations.

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How to Cite

Sánchez García, A. B., Cabrero Fraile, F. J., & Sánchez Llorente, J. M. (2012). Phases of the procedural didactic model followed in the construction of simulations in the course of medical physics for the virtual teaching-learning context. RIED. Revista Iberoamericana De Educación a Distancia, 15(2), 13–30. https://doi.org/10.5944/ried.2.15.596

Issue

Vol. 15 No. 2 (2012): Miscellany

Section

Research and Case Studies

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