1115 wed morar fairclough & vincent
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Mobile Medical Education (MoMEd): What is the impact of putting digital mobile
resources in the hands of medical students?
Tim Vincent, Learning Technologist
Jil Fairclough, Medical School Librarian
Brighton & Sussex Medical School
In 2005, BSMS became the first UK medical school to introduce the widespread use of mobile devices to its
students
Offered to all Year 3, 4, and 5 students (approx. 350 students)
Loaned PDA and software for free
Providing mobile hardware and software
BSMSM
odule
Handbook@
Resources on the Dr Companion card
British National Formulary
Chemical Laboratory References
Classification of Surgical Operations & Procedures
Clinical Evidence
Cochrane Abstracts
DSM IV
ICD 10
NICE Compilation Guidance
Netter Atlas of Human Anatomy
Evidence Based Medicine
Patient Organizations
Oxford Concise Medical Dictionary
Oxford Handbook of Emergency Medicine
Oxford Handbook of Clinical & Lab Investigation
Oxford Handbook of Clinical Medicine
Oxford Handbook of Clinical Surgery
Oxford Handbook of Practical Drug Therapy
Oxford Handbook of General Practice
Oxford Handbook of Medical Sciences
Supporting set-up, roll-out, maintenance, and training
Dir. of Undergraduate StudiesIT Manager
LibrarianLearning Technologist
Everyone!
Clinical Research Fellow
Divisional assistantIT Technicians x2
Useful mobile technology in the clinical setting
The CCU consultant asks you
“What evidence is there for the use of ACE inhibitors in
secondary prevention post MI?”
“And what dose is the SHO writing up?”
A 45-year-old Bangladeshi
gentleman is reviewed on
the Coronary Care ward
round. He was admitted 3
days previously and
underwent primary
angioplasty for a myocardial
infarction. He has mild
pulmonary oedema. The
SHO is prescribing some
ramipril.
Why mobile technology in medical training?
The future of education lies in the adoption of technology, such as mobile and wireless, that connects people, unifies
the education process and enhances learning.
BSMS, as a new medical school, wants students to
become familiar with mobile technology and take
advantage of the technology to explore innovative
approaches to teaching and learning.
Dr John D. Halamka, Associate Dean, Harvard Medical School, 2002
Prof Jon Cohen, Dean of BSMS, 2003
GMC’s: Tomorrow’s Doctors (2009) expects doctors to be able to “use information effectively in a
medical context”
“Access information sources and use the information in relation to patient care, health promotion, advice and
information to patients, and research and education”
“Make effective use of computers and other information systems, including storing and retrieving
information.”
What is the impact of putting digital mobile resources in the hands of medical students?
How much do medical student really use mobile devices to access learning
resources?
What is the impact on students’ learning?
What are the advantages and disadvantages of mobile devices in the
clinical setting
Data collection
Focus groups Questionnaires Usage stats on server
Results: Amount of use over 10 month period
Questionnaire Tracking
1 – 10
11 – 5051 – 100
101 – 200Hardly ever
Once a month
Once a week
Daily
Results: Most popular resource
Questionnaire
Choose 3 most popular resources
Votes
BNF 91
OH Clinical Medicine 89
Medical dictionary 22
Netter’s anatomy 19
Tracking
Most popular resource No. of uses
OH Clinical Medicine 3,385
BNF 3,137
Medical dictionary 1,867
OH General Practice 791
OH Clinical Surgery 884
Access to knowledge
Analysis: Three major themes identified
Mobile Medical Education (MoMEd) - how mobile information resources contribute to learning for undergraduate clinical students: a mixed methods study. Bethany S Davies, Jethin Rafique, Tim R Vincent, Jil Fairclough, Mark H Packer, Richard Vincent and Inam Haq.BMC Medical Education 2012, 12:1 doi:10.1186/1472-6920-12-1http://www.biomedcentral.com/1472-6920/12/1/abstract
Theme 1: Access to knowledge
Mobility
Immediacy
Speed of access
Two devices
Theme 1: Access to knowledge
Mobility
Immediacy
Speed of access
Two devices
“The only thing is, you don’t have that many pockets. I would have my wallet in one pocket, my phone in another. I found it quite hard to carry [the PDA] around with me all the time.”
“The whole two devices thing is my major gripe.”
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
“It has enhanced [my knowledge] by reinforcing key points at point-of-need. If you want to know then-and-there, you can find it then-and-there. It’s just the memory jog you need to reinforce the point a bit more. It doesn’t mean you’re relying on the PDA – it just helps to reinforce and consolidate the knowledge a bit better.”
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
“The more repetition I get, the more I’m able to look at something quickly – when I need to - the more it’s likely to stick. Because you can look and say ‘oh ok, that’s what it is again’”
“Initially, you may look at it three times and then after that you will become more confident in saying ‘yes I know this now’”
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
“One of the drivers for me of using it might be more general is just my dislike of wasted time particularly during the day.”
“I agree. Actually, that’s one of the reasons I have started to use it a lot more. There and then when there isn’t anything to do you can make use of time.”
Theme 3: Change
Attitude, behaviour, approach
Resistance to change
Establishing change
Next section
Theme 3: Change
Attitude, behaviour, approach
Resistance to change
Establishing change
“…if you remember to take it with you”
“I think it’s about adopting a different mentality.”
“I’m worried that the nurses or patients will think I am texting or emailing”
Theme 3: Change
Attitude, behaviour, approach
Resistance to change
Establishing change
“What changed your mind?” “Finding I did use the PDA and it did come in handy several times.
It just makes life a bit easier.”
“...I have definitely got used to having that type of reference at my fingertips. I would definitely
look into ways of continuing that.”
1. What could you/your organisation contribute to a mobile initiative in an HEI (any subject)?(New/different apps? Types of resource? Usage tracking?)
2. If you were in charge of MoMEd, what models would you choose for the next three years?Give hardware with/without software? Don’t provide anything??
3. What do you think is the impact on student learning (particularly in a practice-based setting) of mobile initiatives such as MoMEd?(Is it improving retention of knowledge? Or creating over-reliance? How will you feel if your doctor looks everything up on electronic devices? )
Questions
Is this the right approach?
The future of MoMEd
The emergence of smartphones
2005 2006 2007 2008 2009 2010 2011 2012 2013
BSMS becomes the first UK medical school to introduce the widespread use of PDAs to its students
Apple announces sales of 4.7m iPhones
First Android phone (G1) launches
Apple becomes largest smartphone vendor
Smartphone sales make up 31% of 1.8bn devices sold globally
Steve Jobs unveils the iPhone
Apple launches iPad
Nothing
PDA + DrCompan-ion
Own smartphone + Dr-Companion
Smartphone + DrCompanion
What do the students want?
iPhone pilot
4 month trial (Nov 2011-Feb 2012)
48 students with own iOS device
Novel logging to track usage
Contract to recording usage and research participation
Changing the model to information over technology
Offered to all students in years 3-5 with their own device
Thanks
Dr Inam Haq – Director of Undergraduate Studies
Dr Anna Jones, Dr Bethany Davies, Dr Jethin Rafique – Clinical Research Fellows
Mark Packer – BSMS IT Manager
Jil Fairclough – BSMS Librarian
Tim Vincent – BSMs Learning Technologist
Tim Lambert – IT Technician