Apps for Management of Sick Newborn: Evaluation of Impact on Health Care Professionals

Thukral, Anu; Joshi, Mrinal; Joshi, Poonam; Prakash, Ved; Adkoli, B. V.; Deorari, Ashok K.

doi:10.1093/tropej/fmu032

Cited by 22 publications

(40 citation statements)

References 18 publications

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“…The 47 studies in this synthesis [2,10,12,25-68] varied according to study context and participant types, the research questions being addressed, types of mLearning strategies used, and aspects of study design (see Multimedia Appendix 3). A total of 37 studies were conducted in high-income countries [2,10,12,25,27-42,45-50,52,56-58,60-62,64-66], for example, the United Kingdom (n=9) [10,12,29,31,34,40,41,61,66], with the remainder set in lower-income settings [26,43,44,51, 53-55,59,63,67,68], including India [44,55,59], South Africa [53,63], Botswana [26,68], and Rwanda [67].…”

Section: Resultsmentioning

confidence: 99%

Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration

Lall¹,

Rees²,

Law³

et al. 2019

J Med Internet Res

101

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BackgroundIn the past 5 decades, digital education has increasingly been used in health professional education. Mobile learning (mLearning), an emerging form of educational technology using mobile devices, has been used to supplement learning outcomes through enabling conversations, sharing information and knowledge with other learners, and aiding support from peers and instructors regardless of geographic distance.ObjectiveThis review aimed to synthesize findings from qualitative or mixed-methods studies to provide insight into factors facilitating or hindering implementation of mLearning strategies for medical and nursing education.MethodsA systematic search was conducted across a range of databases. Studies with the following criteria were selected: examined mLearning in medical and nursing education, employed a mixed-methods or qualitative approach, and published in English after 1994. Findings were synthesized using a framework approach.ResultsA total of 1946 citations were screened, resulting in 47 studies being selected for inclusion. Most studies evaluated pilot mLearning interventions. The synthesis identified views on valued aspects of mobile devices in terms of efficiency and personalization but concerns over vigilance and poor device functionality; emphasis on the social aspects of technology, especially in a clinical setting; the value of interaction learning for clinical practice; mLearning as a process, including learning how to use a device; and the importance of institutional infrastructure and policies.ConclusionsThe portability of mobile devices can enable interactions between learners and educational material, fellow learners, and educators in the health professions. However, devices need to be incorporated institutionally, and learners and educators need additional support to fully comprehend device or app functions. The strategic support of mLearning is likely to require procedural guidance for practice settings and device training and maintenance services on campus.

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Section: Resultsmentioning

confidence: 99%

Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration

Lall¹,

Rees²,

Law³

et al. 2019

J Med Internet Res

101

View full text Add to dashboard Cite

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“…There have been other studies of different and newer, innovative models of learning among students, like webinars, 9 e-learning, 10 use of apps on smartphones 11,12 [ 9 8 _ T D $ D I F F ] that have all shown short-term improvements in both knowledge and skill scores among nurses and doctors after the training. Most of these newer learning models require easy access to smartphones, internet and a familiarity with the use of Apps.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a multimodal teaching method on essential newborn care among health providers at a tertiary care hospital

Shridhar

Pandey

Karmani³

2019

Medical Journal Armed Forces India

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Background: There is an unmet need for in-service training of health providers for essential newborn care. This study evaluated the ability of a multi-modal training workshop on newborn care to improve the knowledge and skills of health providers. Methods: This was an intervention based pre-and post-study on 54 students who attended a two-day workshop on essential newborn care. The teaching used self-directed learning, demonstration, videos, webinars, podcasts, group discussion, role-play and individual feedback. Knowledge was assessed by a set of 25 peer-reviewed multiple-choice questions (MCQs), both pre-and post-test and skills by 3 peer-reviewed and validated objective structured clinical examination (OSCE) stations in the post-test period. Follow-up assessment after 10 months was also done for 30 students. Results: There was a significant improvement in the knowledge scores on MCQs after the workshop [ 8 6 _ T D $ D I F F ] [16.65 AE 1.84 vs 12 AE 2.98, mean difference 4.65, 95%CI (3.85 to 5.44); p value[ 8 7 _ T D $ D I F F ] < 0.0001]. The skill scores assessed by the OSCE were 92.35%, 83.50% and 78.86% of the expected scores respectively with a composite OSCE stations score of 83.90% of the expected score (100%). Follow-up assessment after 10 months showed a significant decline in knowledge scores, though skill scores were retained. Conclusion: An essential newborn care workshop using multi-modal teaching methods resulted in an improvement in knowledge and skill scores among a diverse mix of nurses and doctors. This model of learning was acceptable and can be adapted for future training of health providers. There is a need for regular refresher training to maintain knowledge and skills.

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“…Nas avaliações dos estudos houve melhora significativa no conhecimento do método, o que demonstra que a educação, quando disponível, modifica positivamente prática médica. THUKRAL, A. et al (2014) concluíram, no estudo realizado, que os benefícios da tecnologia da informação devem ser plenamente exploradas. E que o aplicativos móveis tem uma potencialidade invadir as salas de aula como um "complemento" ou até um "substituto" em um futuro próximo, pois verificou-se aumento do conhecimento e habilidades dos alunos.…”

Section: Aplicativos Móveis Como Ferramenta De Treinamento E Educaçãounclassified

A Importância Dos Dispositivos Móveis Como Estratégia Para a Formação E Desenvolvimento De Profissionais De Saúde

Mercês¹,

Redeiro²

2016

Apresentação Trabalhos Científicos

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Natureza: PLANEJAMENTO DE PESQUISA Categoria: PESQUISA E AVALIAÇÃO Setor Educacional: EDUCAÇÃO SUPERIOR, EDUCAÇÃO CONTINUADA EM GERAL RESUMOO aumento significativo do uso de dispositivos móveis pode ser destacado como uma revolução tecnológica de grande impacto, pois permite a facilidade de acesso às informações, em qualquer lugar e hora, e a possibilidade de permanecerem constantemente conectados e atualizados. Esses fatores são fundamentais para apoiar a qualificação dos profissionais de saúde. Este estudo tem como objetivo conhecer o estado da arte desta temática e demonstrar a importância da utilização de dispositivos móveis como ferramenta estratégica na formação e desenvolvimento dos profissionais da área da saúde. A metodologia utilizada foi a pesquisa exploratória nas bases de dados do Portal de Periódicos Capes e na base de dados da Biblioteca Virtual de Saúde (BVS). Foram selecionados 16 trabalhos e concluiu-se que há um crescimento no uso das tecnologias móveis agregado à área educacional e os resultados dos estudos selecionados mostram o potencial para formar e qualificar profissionais da área da saúde. Sua utilização possibilita adaptar as necessidades dos alunos para atingir um aprendizado qualificado. Além disso, ainda é um desafio oportunizar aos alunos/profissionais acesso à educação através de dispositivos móveis. Palavras-chave: dispositivos móveis, saúde, educação continuada

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Apps for Management of Sick Newborn: Evaluation of Impact on Health Care Professionals

Cited by 22 publications

References 18 publications

Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration

Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration

Evaluation of a multimodal teaching method on essential newborn care among health providers at a tertiary care hospital

A Importância Dos Dispositivos Móveis Como Estratégia Para a Formação E Desenvolvimento De Profissionais De Saúde

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