Nephrology Education in the Electronic Era - A Case Based Review
Kenar D. Jhaveri*, 1, 2, Deepa Malieckal1, Ezra Israel2, Tushar Vachharajani3
Identifiers and Pagination:Year: 2012
First Page: 29
Last Page: 32
Publisher ID: TOUNJ-5-29
Article History:Received Date: 23/7/2012
Revision Received Date: 2/8/2012
Acceptance Date: 6/8/2012
Electronic publication date: 24/8/2012
Collection year: 2012
open-access license: This is an open access article licensed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.
As the field nephrology is rapidly advancing, technological changes are changing the face of learning. Understanding how the current generation of “digital natives” learn and understand topics is vastly important. The current students and residents were born when computers and electronic gadgets were considered a part and parcel of their learning structures. The primary focus of this review is on the change in learning and teaching modalities in this digital age and how we foresee the future of nephrology education in a case based format.