Abstract
BackgroundMobile technology is increasingly being used by clinicians to access up-to-date information for patient care. These offer learning opportunities in the clinical setting for medical students but the underlying pedagogic theories are not clear. A conceptual framework is needed to understand these further. Our initial questions were how the medical students used the technology, how it enabled them to learn and what theoretical underpinning supported the learning.Methods387 medical students were provided with a personal digital assistant (PDA) loaded with medical resources for the duration of their clinical studies. Outcomes were assessed by a mixed-methods triangulation approach using qualitative and quantitative analysis of surveys, focus groups and usage tracking data.ResultsLearning occurred in context with timely access to key facts and through consolidation of knowledge via repetition. The PDA was an important addition to the learning ecology rather than a replacement. Contextual factors impacted on use both positively and negatively. Barriers included concerns of interrupting the clinical interaction and of negative responses from teachers and patients. Students preferred a future involving smartphone platforms.ConclusionsThis is the first study to describe the learning ecology and pedagogic basis behind the use of mobile learning technologies in a large cohort of undergraduate medical students in the clinical environment. We have developed a model for mobile learning in the clinical setting that shows how different theories contribute to its use taking into account positive and negative contextual factors.The lessons from this study are transferable internationally, to other health care professions and to the development of similar initiatives with newer technology such as smartphones or tablet computers.
Highlights
Mobile technology is increasingly being used by clinicians to access up-to-date information for patient care
Initial perceptions of the advantages to using a personal digital assistant (PDA) in medical education were the benefits of instant access and portability of the device
Feedback from patients and teachers was mixed but 45% students did not respond to this question. 32 respondents (24%) had not used their PDA, and in this group, the main reasons were cited as needing to carry another device (78%) and learning preferences (41%) and concerns around theft and loss (28%)
Summary
Mobile technology is increasingly being used by clinicians to access up-to-date information for patient care. Handheld computers are widely used by clinicians during the delivery of care for accessing up-to-date medical references, especially drug formularies [4] Their use in medical practice and education is in line with the General Medical Council’s (GMC) requirements [1] and is generally thought to be of great benefit to both teachers and students[5]. Given their utility after qualification undergraduate medical students may benefit from earlier exposure, both to improve their skills and work habits with a mobile device, and by enhanced learning opportunities
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