The Effect of a Cardiovascular and Pulmonary Mobile Application on Student Learning of Assessment Skills: A Pilot Study

Abstract

Purpose/Hypothesis: Advances in technology have recently resulted in the development of mobile learning applications (apps) for college students. Despite a recent influx of mobile apps, there is a lack of empirical data about the effectiveness of these apps on learning in the area of cardiovascular and pulmonary physical therapy (PT). The purpose of this study was to evaluate the effect of a researcher-generated cardiopulmonary mobile application on student skills in assessing blood pressure (BP), heart rate (HR), and pedal pulses. Number of Subjects: Twenty first-year PT graduate students were recruited for the study. Participants’ names were randomly chosen out of an envelope to assign them into 1 of 3 groups: demonstration (N = 7), mobile app (N = 7), or demonstration/mobile app (N = 6). Materials/Methods: After providing informed consent, each group participated in their randomized intervention. The demonstration group received demonstrations of each skill from a scripted therapist, followed by laboratory practice; the mobile app group received a 5-minute tutorial of how to use the app, followed by laboratory practice; the demonstration/mobile app group received both demonstration and the mobile app tutorial, followed by laboratory practice. Independent of group type, all participants were allotted 45 minutes in the laboratory to practice performing and interpreting BP, HR, and pedal pulses, after demonstration, demonstration/mobile app, or mobile app instruction. After the laboratory practice, participants were individually tested on the skills learned during the laboratory by a short competency examination administered by 3 licensed physical therapists. These physical therapists were blinded to each group's identity. Results: Total competency was highest among the demonstration/mobile app group as compared with the other 2 groups. The total competency examination score was statistically significant for different teaching methods with the use of demonstration and the mobile application being more effective than only using the mobile application P = .032. No significant difference was noted between the mobile app group and the group using demonstration only, P = .24. No other group differences were noted. Conclusion: Findings of this study suggest PT students demonstrate improved total competency examination scores (total score of BP, HR, and pedal pulses) when provided a mobile application combined with traditional demonstration. Clinical Relevance: There is currently a paucity of literature in PT education pertaining to mobile learning. The results of the current study support the use of a mobile app in addition to traditional learning methods. Future research should include a multisite design and validation of a clinical competency instrument.