Hurdles for adopting mobile learning devices at the outset of clinical courses

Abstract Background Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical stu...

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Autores principales:	Daniel Folger, Jussi Merenmies, Lena Sjöberg, Eeva Pyörälä
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Mobile Technology Clinical Pregraduate iPad Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/58854c440f3540aab76283cf7f327192
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spelling	oai:doaj.org-article:58854c440f3540aab76283cf7f3271922021-12-05T12:25:40ZHurdles for adopting mobile learning devices at the outset of clinical courses10.1186/s12909-021-03008-91472-6920https://doaj.org/article/58854c440f3540aab76283cf7f3271922021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-03008-9https://doaj.org/toc/1472-6920Abstract Background Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical students entering their clinical courses. Methods The aim of the study was to identify the hurdles for adopting mobile devices at the beginning of the clinical courses. We examined how students evaluated their own and the clinical teachers’ ability to use the iPad, how the study assignments fit into digital learning, and how students used the mobile device with patients. The data were collected with online surveys among three consecutive student cohorts and the distributions of closed-ended questions analyzed. Results Response rates ranged from 67.5 to 90.8%. Students evaluated their own ability to use the iPad as good or excellent and teachers’ skills as relatively poor and wanted more digitally tailored assignments. They reported negative attitudes towards mobile device use in the clinical setting and were hesitant to use them in patient contact. Teachers seldom communicated suitable quality medical applications to students. Conclusions Clinical teachers need support and training to implement a learning environment and assignments appropriate for mobile devices. Both students and teachers were concerned about using these devices with patients. To achieve the full potential of digitalisation in clinical courses, their use should be developed collectively with students.Daniel FolgerJussi MerenmiesLena SjöbergEeva PyöräläBMCarticleMobileTechnologyClinicalPregraduateiPadSpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Mobile Technology Clinical Pregraduate iPad Special aspects of education LC8-6691 Medicine R
spellingShingle	Mobile Technology Clinical Pregraduate iPad Special aspects of education LC8-6691 Medicine R Daniel Folger Jussi Merenmies Lena Sjöberg Eeva Pyörälä Hurdles for adopting mobile learning devices at the outset of clinical courses
description	Abstract Background Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical students entering their clinical courses. Methods The aim of the study was to identify the hurdles for adopting mobile devices at the beginning of the clinical courses. We examined how students evaluated their own and the clinical teachers’ ability to use the iPad, how the study assignments fit into digital learning, and how students used the mobile device with patients. The data were collected with online surveys among three consecutive student cohorts and the distributions of closed-ended questions analyzed. Results Response rates ranged from 67.5 to 90.8%. Students evaluated their own ability to use the iPad as good or excellent and teachers’ skills as relatively poor and wanted more digitally tailored assignments. They reported negative attitudes towards mobile device use in the clinical setting and were hesitant to use them in patient contact. Teachers seldom communicated suitable quality medical applications to students. Conclusions Clinical teachers need support and training to implement a learning environment and assignments appropriate for mobile devices. Both students and teachers were concerned about using these devices with patients. To achieve the full potential of digitalisation in clinical courses, their use should be developed collectively with students.
format	article
author	Daniel Folger Jussi Merenmies Lena Sjöberg Eeva Pyörälä
author_facet	Daniel Folger Jussi Merenmies Lena Sjöberg Eeva Pyörälä
author_sort	Daniel Folger
title	Hurdles for adopting mobile learning devices at the outset of clinical courses
title_short	Hurdles for adopting mobile learning devices at the outset of clinical courses
title_full	Hurdles for adopting mobile learning devices at the outset of clinical courses
title_fullStr	Hurdles for adopting mobile learning devices at the outset of clinical courses
title_full_unstemmed	Hurdles for adopting mobile learning devices at the outset of clinical courses
title_sort	hurdles for adopting mobile learning devices at the outset of clinical courses
publisher	BMC
publishDate	2021
url	https://doaj.org/article/58854c440f3540aab76283cf7f327192
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Hurdles for adopting mobile learning devices at the outset of clinical courses

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