Smartphone learning as an adjunct to vascular teaching – a pilot project

Mughal, Nadeem A.; Atkins, Eleanor; Morrow, Dustin; Al-Jundi, Wissam

doi:10.1186/s12909-018-1148-8

Cited by 16 publications

(15 citation statements)

References 20 publications

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“…56 Teaching methods for trainees could include early patient contact/clinical experience, multimedia, and utilising smart phones for teaching. 57,58 These may be with virtual or real patientsboth are documented to promote meaningful theory learned using visual, audio, and verbal experiences and acquiring complex skills and knowledge. 58 Early clinical experience provides context to theoretical learning and improves understanding of how to apply new knowledge.…”

Section: Trainees and Studentsmentioning

confidence: 99%

Knowledge of peripheral artery disease: What do the public, healthcare practitioners, and trainees know?

et al. 2020

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This systematic review evaluated the knowledge and awareness of peripheral artery disease (PAD) within the general public (including patients with peripheral vascular disease), nonspecialist healthcare professionals (nsHCP), and trainees (medical students and trainee doctors). Relevant articles were identified from electronic databases using key search terms: ‘peripheral artery disease’; ‘limb ischaemia’; ‘intermittent claudication’; ‘knowledge’; ‘understanding’; ‘public’; ‘medical professional’. The heterogeneous results were described narratively. A lack of knowledge and understanding of PAD (disease awareness) were identified in all groups. Among nsHCPs, factors which affect knowledge include the level of training, early clinical exposure and the presence of family members with cardiovascular/vascular disease. Within the general public, knowledge and awareness was improved if a family member/friend had a diagnosis, or following a patient-centred consultation with any HCP. Public campaigns are proven effective in improving disease knowledge/awareness in conditions such as stroke alongside sustained patient education. These may provide future avenues to improve PAD knowledge and awareness, in order to effectively manage risk factors and minimise delayed or missed diagnosis of PAD. (PROSPERO registration number: CRD42018117304)

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Section: Trainees and Studentsmentioning

confidence: 99%

Knowledge of peripheral artery disease: What do the public, healthcare practitioners, and trainees know?

et al. 2020

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“…Mobile learning is widely practiced in universities as a sort of educational method (2, 8); however, the results of this study showed that some students do not respect the professional ethics associated with the use of mobile technology and find the cyber world a place to act beyond ethical limits.…”

Section: Discussionmentioning

confidence: 69%

“…Mobile devises have emerged as new learning tools with a notable potential both in classrooms and outdoor learning environments (1). Mobile learning (m-learning) refers to using mobile electronic devices for educational purposes (2). In short, it means using a mobile handheld electronic device for learning without time or place limitations (3, 4).…”

Section: Introductionmentioning

confidence: 99%

Lived experiences of nursing students about ethical concerns regarding mobile learning in educational and clinical contexts

Koohestani

Baghcheghi

Karimy

et al. 2019

jmehm

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The field of education has experienced a profound change following the introduction of mobile technology over the last decades, and nursing education is not an exception. This study explored the experiences of nursing students about the ethical concerns regarding the use of mobile devices for learning purposes, that is, mobile learning, in educational and clinical contexts. A qualitative phenomenological study was carried out on nursing students (n = 19) in Saveh University of Medical Sciences of Iran between December 2017 and April 2018. Data were collected through semi-structured interviews with open-ended questions. Data analysis was done using Colaizzi’s 7-step method, revealing four themes and nine sub-themes including: 1) preserving professional dignity (in front of the patient, and the teacher, and preserving academic virtual identity); 2) securing informed consent and respecting personal (the patient’s and teachers) autonomy; 3) proper and efficient use (observing the regulations and codes, and making educational use); and 4) avoiding harm (responsible use of class and patient data). It was revealed that using mobile technology in education could raise ethical concerns for nursing students, and this should be emphasized in nursing educational programs.

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“…Correlation test results showed the statement of the use of mobile phones by students to learn, make the process of learning physics become efficient correlate 0.76 (moderate) with the belief that the use of mobile phones by students and teachers, strengthens and improves the quality of the learning process. This belief is supported by many research findings which state that mlearning strengthens and improves the quality of the learning process (Khan, Radzuan, Alkhunaizan, Mustafa, & Khan, 2019;Mughal, Atkins, Morrow, & Al-Jundi, 2018;Njenga, Oboko, Omwenga, & Maina, 2018).…”

Section: Resultsmentioning

confidence: 75%

Mobile Phone Utilization for Learning: Physics Teachers' Perception

Suyatna

2019

JIPFAlBiruni

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The use of mobile phones for learning is still becoming a debate in Indonesia. Many schools forbid their students to bring mobile phones to school. This study was aimed to describe the perceptions of physics teachers in Lampung Province regarding the use of mobile phones to study physics. Data was collected from 39 physics teachers from various districts in Lampung Province. The Likert scale with a range of 1 to 5 was used. Descriptive quantitative data analysis was carried out. The results showed that most teachers agree /strongly agree: (1) to utilize mobile phones in learning physics both inside and outside of the classroom, (2) the tendency of students to use mobile phones make the physics learning process efficient. It could strengthen and improve the quality of the learning process. Almost all physics teachers agree /strongly agree with mobile phones usage, because: (1) it could turn the learning process from teacher-centered into student-centered and from content-oriented learning to process-oriented learning, (2) it could improve efficiency and productivity in the learning process. However, they agreed that the use of mobile phones by students could not replace the teacher's role, so physics teachers needed a more sophisticated concept of cellular learning to be implemented.

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Smartphone learning as an adjunct to vascular teaching – a pilot project

Cited by 16 publications

References 20 publications

Knowledge of peripheral artery disease: What do the public, healthcare practitioners, and trainees know?

Knowledge of peripheral artery disease: What do the public, healthcare practitioners, and trainees know?

Lived experiences of nursing students about ethical concerns regarding mobile learning in educational and clinical contexts

Mobile Phone Utilization for Learning: Physics Teachers' Perception

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