Doctors’ use of mobile devices in the clinical setting: a mixed methods study

Nerminathan, Arany; Harrison, Amanda; Phelps, Megan; Alexander, Shirley; Scott, Karen M.

doi:10.1111/imj.13349

Cited by 83 publications

(65 citation statements)

References 36 publications

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“…The range of student opinions about appropriate use of mobile devices in clinical settings is in line with Rogers' () theory of diffusion of innovations, which highlights the irregular timing of individuals' adoption of new technologies. Masters et al () found that adoption of technology by students was inconsistent across a cohort, as we found with the students and clinicians(Nerminathan et al, ) and patients and carers(Alexander et al, ).…”

Section: Discussionsupporting

confidence: 71%

“…It forms part of a larger study conducted in an adult and a paediatric hospital with students, physicians, patients and carers concerning use of mobile devices and attitude towards others' mobile device use. A paper published in this journal provided an overview of the entire study, with a focus on the comparisons between the participant groups (Scott, Nerminathan, Alexander, Phelps, & Harrison, ), and others outlined the specific research with patients and carers (Alexander, Nerminathan, Harrison, Phelps, & Scott, ) and physicians (Nerminathan, Harrison, Phelps, Alexander, & Scott, ).…”

Section: Introductionmentioning

confidence: 99%

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Factors underlying students' decisions to use mobile devices in clinical settings

Harrison¹,

Phelps²,

Nerminathan³

et al. 2017

Brit J Educational Tech

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University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile devices, which can be beneficial for learning but may put patient privacy at risk. This study explores the reasons underlying students' decisions about using mobile devices in clinical settings. We used a mixed‐methods sequential explanatory design involving a questionnaire and focus groups. Qualitative data from the questionnaire and focus groups was analysed through thematic analysis. We found students were aware of the risks mobile devices posed to professionalism and medical practice. Despite prohibitions, many made individual decisions to use mobile devices because the benefits outweighed the risks. These students were influenced by an organised, strategic approach to learning and a motivation to comply with the beliefs and behaviours of their medical teams and conform to physicians' directives in order to participate in their community of practice. Many students appear to be transferring everyday use of mobile devices to clinical settings. There is a need to understand and promote aspects of learning that are enhanced by mobile devices in clinical settings, while articulating clear guidelines and boundaries compatible with the professional behaviour expected of students.

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Section: Discussionsupporting

confidence: 71%

Section: Introductionmentioning

confidence: 99%

Factors underlying students' decisions to use mobile devices in clinical settings

Harrison¹,

Phelps²,

Nerminathan³

et al. 2017

Brit J Educational Tech

Self Cite

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“…Improving and implementing hygienic practices in hospitals is an ongoing challenge. It is surprising that to date no general national or international guidelines have been developed to best manage the risk posed specifically by mobile phones despite current research demonstrating their use by most clinical staff whilst on duty [17][18][19].…”

Section: Mobile Phones and Smartphones In Health Care Settingsmentioning

confidence: 99%

Mobile phones represent a pathway for microbial transmission: A scoping review

Olsen

Campos

Lohning

et al. 2020

Travel Medicine and Infectious Disease

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Background: Mobile phones have become an integral part of modern society. As possible breeding grounds for microbial organisms, these constitute a potential global public health risk for microbial transmission. Objective: Scoping review of literature examining microbial's presence on mobile phones in both health care (HC) and community settings. Methods: A search (PubMed&GoogleScholar) was conducted from January 2005-December 2019 to identify English language studies. Studies were included if samples from mobile phones were tested for bacteria, fungi, and/or viruses; and if the sampling was carried out in any HC setting, and/or within the general community. Any other studies exploring mobile phones that did not identify specific microorganisms were excluded. Results: A total of 56 studies were included (from 24 countries). Most studies identified the presence of bacteria (54/ 56), while 16 studies reported the presence of fungi. One study focused solely on RNA viruses. Staphylococcus aureus, and Coagulase-Negative Staphylococci were the most numerous identified organisms present on mobile phones. These two species and Escherichia coli were present in over a third of studies both in HC and community samples. Methicillinresistant S. aureus, Acinetobacter sp., and Bacillus sp. were present in over a third of the studies in HC settings. Conclusions: While this scoping review of literature regarding microbial identification on mobile phones in HC and community settings did not directly address the issue of SARS-CoV-2 responsible for COVID-19, this work exposes the possible role of mobile phones as a 'Trojan horse' contributing to the transmission of microbial infections in epidemics and pandemics.

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“…Many studies have revealed the effectiveness, efficiency, and superiority of m-learning. These include studies on its use in medicine (Chase et al, 2018;Lin & Lin, 2016;Nerminathan, Harrison, Phelps, Scott, & Alexander, 2017); in language learning (Alkhezzi & Al-Dousari, 2016;Chinnery, 2006;Klímová, 2018); in special education (Judge, Floyd, & Jeffs, 2015;Karanfiller, Yurtkan, Rüştüoğlu, & Göksu, 2018); and in the learning of motor skills (Hung, Shwu-Ching Young, & Lin, 2018); as well as research on the different age groups in different areas and the effects on academic achievement, attitude, motivation, and interaction. These studies have discussed m-learning in different research patterns through variables.…”

Section: Research Trends In Mobile Learningmentioning

confidence: 99%

Research Trends in Mobile Learning

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Yıldırım

Akça

et al. 2020

IRRODL

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A total of 1023 selected articles published in 2016–2019 related to mobile learning were examined and classified according to the categories in this research: 40% of these articles used quantitative approaches, 18% of them used mixed, and 13% of them were literature reviews. The published studies were analyzed according to research model, sample size, sample level, learning fields, subject-area classification, data collection tool, data analysis technique, dependent variable, independent variable, mobile device, number of authors, and publication year. The findings were analyzed and interpreted as a percentage and frequency. This research will be useful for reviewing current research trends related to mobile learning studies, indicating potential research on the topics, and revealing the needs of the field.

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Doctors’ use of mobile devices in the clinical setting: a mixed methods study

Cited by 83 publications

References 36 publications

Factors underlying students' decisions to use mobile devices in clinical settings

Factors underlying students' decisions to use mobile devices in clinical settings

Mobile phones represent a pathway for microbial transmission: A scoping review

Research Trends in Mobile Learning

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