Available online at www.ijmrhs.com I n t e r n a t i o n a l J o u r n a l o f M e d i c a l R e s e a r c h & H e a l t h S c i e n c e s • I J M R H S • International Journal of Medical Research & Health Sciences, 2018, 7(6): 141-149 141 ISSN No: 2319-5886 Constructive Disruption in Medical Education Suban Mohammed Gouse Saleem* and Helen Suban Mohammed Gouse Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia *Corresponding e-mail: dr.subanmd@gmail.com ABSTRACT In recent years, many major innovations in healthcare and medical education have been experienced. Technology has called for a change in most of the societal norms. Critics and advocates have varying opinions toward the online education, some believe that it literary disrupts the traditional learning while others term it as an essential tool for development. Due to intricate nature of some medical topics as well as varying global privileges, most students are forced to seek information online. This has led to the emerging technologies which serve as a tool for supplementing medical education. Some institutions have come forward to make education freely accessible to third world countries through web-based programs. Most offer education through an informal approach. However, they offer certifcates to their distant learner. This paper explores how online learning supplements medical learning and especially in the higher education platforms, ultimately leads to the constructive disruption, which is certainly not destructive. Keywords: Disruption, Medical education, Online medical education, Supplementary, Constructive disruption INTRODUCTION The hypothesis of “disruptive innovation” was frst instituted by Clayton M. Christensen [1-3]. The professor scrutinized the impacts of technology on modern learning and found it to have far-reaching dynamic impacts on the curricula. Critics view disruptive technology as unpleasant while advocates view it as a supplementary to the medical education. Medical learning in third world countries should utilize the disruptive technologies in boosting profciency. The recent trends have shown a speedy impact on medical technology resulting in huge discrepancies between third and frst world nations. One of the most utilized supplementary technologies is the massive online open courses (MOOC). The inventions in education and medical industry serve as a supplementary tool for the customary education. Traditional education is often rigid in updating information, and hence web-based learning can help boost its performance [4]. Scholars believe that MOOCs are compatible with the traditional education [5]. The degree of proftability in medical education will highly be impacted by the compatibility between the two systems [6]. The traditional education will not be able to function without web-based learning as most publishers utilize the internet as a platform for air information [7]. Most publishers utilize the internet as a platform for air information. If MOOCs do well in the medical education, it will have a positive effect on the traditional education. However, if they have adverse effects on medical education, it will negatively impact the entire proftability [6]. In the case of third world countries, embracing technology innovations will aid in disruptive medical learning [8]. Collaborative technology like Microsoft Link, Cisco Webex, and Adobe E Connect can help offer instruction to learners at far distances [9]. These technologies will ease guidance in medical experiments as well as reduce the cost of tutoring. Massive Online Open Courses (MOOC) Pedagogy aims at learning the models and practices of education. It evaluates fundamental tenets that impact an individual’s methodologies of learning, tutoring, and evaluation. Several features form an effective pedagogy. The methods should carefully contemplate a learner’s views. It should be founded on instructors’ behavior, their acquaintance as well as their views. The learning method should be considered both long-term as well as short- term objectives. It should base its content on what was previously covered by learners. Also, it should involve vast techniques like group work and individual activity as well as instructional learning. It should also incorporate a learning evaluation. The method should be comprehensive and should meet learners’ needs. The MOOCs are online