Distant peer-tutoring of clinical skills, using tablets with instructional videos and Skype: A pilot study in the UK and Malaysia

O’Donovan, James; Maruthappu, Mahiben

doi:10.3109/0142159x.2014.956063

Cited by 20 publications

(22 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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%

“…Studies mainly sought views of learners, but some also included educators (n=11) [26,30,39,45-48,53,61,64,65] or focused solely on educators (n=4) [30,47,48,61]. Most studies focused solely on the experience of medical staff or students (n=24) [10,12,25,27,28,30,31,33,36,40,42-45,49,51,54-56,58,60,62,67,68] whereas a smaller number of studies sampled either solely from nursing staff and students (n=19) [2,29,32,35,37,38,46-48,50, 52,53,57,59,61,63-66] or from a mixture of both doctors and nurses (n=4) [26,34,39,41]. Students were at different stages of education and so were learning in different settings.…”

Section: Resultsmentioning

confidence: 99%

“…Of the remaining studies, a further 4 explored the co-design of, or needs for, specific future mLearning interventions [45,50,51,67]. A final set of 11 studies were not conducted with the purpose of designing or evaluating a specific intervention.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

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

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

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

show abstract

“…Published literature in this field relies on subjective interpretation of cases to demonstrate tutorial success; however, there is a lack of objective research demonstrating its usefulness after implementation [ 10 , 11 ]. There should be more studies on how online tutoring support quantitatively enhances learning outcomes and student motivation to participate in the learning process, mainly in overcrowded classes of Health Science subjects.…”

Section: Introductionmentioning

confidence: 99%

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

et al. 2018

View full text Add to dashboard Cite

BackgroundTutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of “Cytology and Histology” (CH) (47/186; 25.3%) and “Veterinary Pharmacology” (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students’ examination scores and attendance as well as a satisfaction survey.ResultsAlthough the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77.2%; p = 0.026), scaled (p = 0.001) and numerical scores (final score, p = 0.001).ConclusionsOnline tutoring support, together with conventional teaching methods, may be a useful method to incorporate student-centered learning in basic subjects in Veterinary Science.Electronic supplementary materialThe online version of this article (doi: 10.1186/s12917-018-1330-6) contains supplementary material, which is available to authorized users.

show abstract

“…Thus, many online learning resources are text based; many multimedia programmes enable asynchronous communication; moreover, many assessment tools offer standard feedback in response to questions – in other words learners receive the same response regardless of their answer to a particular question. But in recent years, the widespread availability of synchronous telecommunications has offered new opportunities for technology enhanced learning in medical education [ 3 ] . Synchronous telecommunications enable educators and learners to communicate with each other largely by means of video at a time and place that suits them both.…”

mentioning

confidence: 99%

Synchronous telecommunications in medical education

Walsh¹

2016

J Biomed Res

View full text Add to dashboard Cite

Distant peer-tutoring of clinical skills, using tablets with instructional videos and Skype: A pilot study in the UK and Malaysia

Abstract: This preliminary pilot study presents an innovative, low cost approach to international medical education with significant potential for future development.

Cited by 20 publications

References 19 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

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

Synchronous telecommunications in medical education

Contact Info

Product

Resources

About