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REVIEW ARTICLE
Year : 2022  |  Volume : 7  |  Issue : 2  |  Page : 29-35

A review of digital tools for clinical learning


1 Department of Family Medicine, Federal Medical Center, Owerri, Imo State, Nigeria
2 Department of Restorative Dentistry, Lagos University Teaching Hospital, Lagos State, Nigeria
3 Department of Anaesthesia, Federal Medical Centre, Katsina, Nigeria
4 Department of Surgery, Jos University Teaching Hospital, Jos, Nigeria
5 Department of Histopathology, Jos University Teaching Hospital, Jos, Nigeria
6 Department of Community Medicine, University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria
7 Department of Medicine, University College Hospital, Ibadan, Nigeria
8 Department of Behavioural Sciences, University of Ilorin Teaching Hospital, Ilorin, Kwara State, Nigeria
9 Department of Internal Medicine, Abubakar Tafawa Balewa University Teaching Hospital, Bauchi, Nigeria
10 Department of Family Medicine, Abubakar Tafawa Balewa University Teaching Hospital, Bauchi, Nigeria
11 Department of Paediatrics, University College Hospital, Ibadan, Nigeria
12 Department of Chemical Pathology, Jos University Teaching Hospital, Jos, Nigeria

Correspondence Address:
Dr. Ugo Uwadiako Enebeli
Department of Community Medicine, University of Port Harcourt Teaching Hospital, Port Harcourt
Nigeria
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jmwa.jmwa_13_22

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This study presents a comprehensive review of digital tools used in clinical learning at a time when clinical learning is moving from its core traditional format to digitalised tools. This transition has been hastened and made more imperative by the coronavirus disease 2019 pandemic. The review highlights the main digital tools used for clinical learning, the challenges, benefits and prospects of digital tools in clinical learning. These digital tools have made some gains and in this rapidly expanding digital age, and the onus rests on students, medical educators and training bodies to keep abreast with its scope and possibilities, as well as its challenges and limitations, for the best outcomes in the application of digital tools to clinical education.


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