Mobile Learning in the field of health care
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19 March 2011
This cloud represents the strand on health care and mobile learning. The abstracts of the presentations will be added as additional content to this cloud.
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The use of iPhones in medical education
Christopher Murray (email@example.com)
Ceridwen Coulby (firstname.lastname@example.org)
This ‘sandpit’ session will introduce participants to the background and activity framework of a large-scale mobile learning project in an under-graduate medical education context. Participants will be invited to experience the use of the technology from a student perspective and contribute to the research design through discussions focussing on the existing project plan and theoretical frameworks currently being explored. Data methods and fndings to date will be presented and collaborations will be invited to broaden the perspectives and extend the range of investigation of the project.
14:02 on 19 March 2011
Use of mobile learning by physician trainees in Botswana
Aileen Y. Chang
Anne K. Seymour
In parallel with the growth of mobile health (mHealth), mobile learning (mLearning) has emerged as a tool for educating physicians and other healthcare professionals, especially in resource-limited settings. Botswana’s health system is burdened by the second highest prevalence of Human Immunodefciency Virus in the world, estimated at 24.6% of adults aged 15-49 (UNAIDS, 2010). In 2009, the University of Botswana School of Medicine admitted its frst class of specialist physician trainees (residents). Residents rotate at referral hospitals in major cities, as well as district hospitals and clinics in remote areas. Access to information technology resources, particularly medical information, at all clinical training sites is crucial. In the capital city of Gaborone, however, access at the referral hospital is limited by low bandwidth, unreliable Internet, and substandard computer resources. In remote areas, gaining access is even more challenging and specialist mentors are not readily available. The growth of mobile networks and mobile devices has circumvented these challenges, fostering the growth of mLearning resources for healthcare providers. mLearning efforts in Botswana beneft from a signifcant mobile device ownership (Nationmaster, 2010) and an existing network of multiple competing telecommunications companies. We will discuss mLearning efforts with physicians in Botswana, focusing on our smartphone-based mobile learning project.
14:05 on 19 March 2011
The potential of smartphones to mediate intra-hospital communication and learning practices of doctors. Preliminary results from a scenario-based study.
Christoph Pimmer (Christoph.Pimmer@fhnw.ch)
Norbert Pachler (N.Pachler@ioe.ac.uk)
Urs Genewein (GeneweinU@uhbs.ch)
The article reports on the potential of smartphones to support doctors’ intra-hospital consultation and learning practices. Interviews were conducted on the basis of text and video scenarios to explore the doctors’ accounts of, and expectations towards smartphone-based consultations including the generation and exchange of clinical images and videos with remote specialists. The participants associate only small changes resulting from mobile-tele-consultation with respect to their learning. They strongly welcome, however, the opportunity to bookmark the multimedia-enriched patient cases generated on their mobiles and share these with colleagues in further informal and formal work contexts to support organisational learning in highly mobile, clinical environments.
17:17 on 24 March 2011
Using mobile 360 degree performance feedback tools in Health and Social Care practice placement settings: An evaluation from the students’ perspective.
Jill Taylor (email@example.com)
Christine Dearnley (firstname.lastname@example.org)
Julie Laxton (email@example.com)
Idah Nkosana-Nyawata (firstname.lastname@example.org)
Shupikai Rinomhota (email@example.com)
This qualitative study investigates the student view of using refective assessment tools in practice. These tools were developed collaboratively across sixteen health and social care professions and could be accessed by the undergraduate students via a mobile device, using a PC or on paper whilst on their placement experience. The tools were based on common competences and therefore they were able to seek interprofessional feedback when naturally occurring in the practice settings. Additionally, service user feedback is part of the assessment tool. This work is supported by the Professional, Regulatory and Statutory Bodies (PSRB) appertaining to these sixteen professions. Student cohorts were selected to be involved in this study and they were then invited to attend focus groups following their experience of using these tools. Their views were recorded, analysed and themed by the team of researchers involved in this programme. Students may experience different levels of complexity during their undergraduate career, but the tools are designed to be suffciently adaptable. Themes resulting from the analysis were broadly in four categories; the mode of delivery, the content of the tools, the process of gathering feedback and workplace issues.
17:22 on 24 March 2011