Abstract
BackgroundIn the past 5 decades, digital education has increasingly been used in health professional education. Mobile learning (mLearning), an emerging form of educational technology using mobile devices, has been used to supplement learning outcomes through enabling conversations, sharing information and knowledge with other learners, and aiding support from peers and instructors regardless of geographic distance.ObjectiveThis review aimed to synthesize findings from qualitative or mixed-methods studies to provide insight into factors facilitating or hindering implementation of mLearning strategies for medical and nursing education.MethodsA systematic search was conducted across a range of databases. Studies with the following criteria were selected: examined mLearning in medical and nursing education, employed a mixed-methods or qualitative approach, and published in English after 1994. Findings were synthesized using a framework approach.ResultsA total of 1946 citations were screened, resulting in 47 studies being selected for inclusion. Most studies evaluated pilot mLearning interventions. The synthesis identified views on valued aspects of mobile devices in terms of efficiency and personalization but concerns over vigilance and poor device functionality; emphasis on the social aspects of technology, especially in a clinical setting; the value of interaction learning for clinical practice; mLearning as a process, including learning how to use a device; and the importance of institutional infrastructure and policies.ConclusionsThe portability of mobile devices can enable interactions between learners and educational material, fellow learners, and educators in the health professions. However, devices need to be incorporated institutionally, and learners and educators need additional support to fully comprehend device or app functions. The strategic support of mLearning is likely to require procedural guidance for practice settings and device training and maintenance services on campus.
Highlights
BackgroundIn the past 5 decades, digital education has increasingly been used in health professional education, and technological advances have produced various forms of digital education modalities such as computer-based simulations, virtual patients, and internet-based courses and interactive contents [1,2]
Our synthesis of findings from these studies illustrates some of the potentials of mLearning and some of the challenging realities for students, doctors, and nurses who are learning in contexts where mobile devices have either formally been introduced or tend to be common
This study provided a comprehensive overview of current qualitative research on mLearning strategies in medical and nursing education
Summary
BackgroundIn the past 5 decades, digital education has increasingly been used in health professional education, and technological advances have produced various forms of digital education modalities such as computer-based simulations, virtual patients, and internet-based courses and interactive contents [1,2]. Consuming, interacting with or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse. This is enabled by a growth of capabilities in mobile devices (eg, smartphones) and the convenience they offer, such as omnipresent usability and accessibility to the internet, while mobile. Mobile learning (mLearning), an emerging form of educational technology using mobile devices, has been used to supplement learning outcomes through enabling conversations, sharing information and knowledge with other learners, and aiding support from peers and instructors regardless of geographic distance
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