Educational effectiveness of a personal digital assistant-based geriatric assessment tool

McLeod, Thomas G.; McNaughton, Dean A.; Hanson, Gregory J.; S, Stephen

doi:10.1080/01421590802216241

Cited by 6 publications

(18 citation statements)

References 21 publications

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“…In terms of secondary outcomes, for medical education interventions, one trial reported two outcomes regarding documentation of health care problems [19] and four trials reported nine knowledge outcomes [16],[18],[19],[21]. For clinical diagnosis and management interventions, seven trials [28],[30],[33]–[37] reported 25 outcomes relating to appropriate management (3 outcomes), testing (3) [28], referrals (1) [28], screening (4) [33], diagnosis (2) [34],[35], treatment (2) [35],[36], and triage (10) [37].…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Mobile-Health Technologies to Improve Health Care Service Delivery Processes: A Systematic Review and Meta-Analysis

et al. 2013

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Mobile-Health Technologies to Improve Health Care Service Delivery Processes: A Systematic Review and Meta-Analysis

et al. 2013

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“…A total of 26 studies randomized participants into 2 groups [28-39,41-45,47-55]. Furthermore, 1 study randomized participants into 3 groups [46] and 2 studies randomized participants into 4 groups [27,40]. Participants included preregistration and postregistration health professionals.…”

Section: Resultsmentioning

confidence: 99%

Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Dunleavy¹,

Nikolaou²,

Nifakos³

et al. 2019

J Med Internet Res

132

116

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Background There is a pressing need to implement efficient and cost-effective training to address the worldwide shortage of health professionals. Mobile digital education (mLearning) has been mooted as a potential solution to increase the delivery of health professions education as it offers the opportunity for wide access at low cost and flexibility with the portability of mobile devices. To better inform policy making, we need to determine the effectiveness of mLearning. Objective The primary objective of this review was to evaluate the effectiveness of mLearning interventions for delivering health professions education in terms of learners’ knowledge, skills, attitudes, and satisfaction. Methods We performed a systematic review of the effectiveness of mLearning in health professions education using standard Cochrane methodology. We searched 7 major bibliographic databases from January 1990 to August 2017 and included randomized controlled trials (RCTs) or cluster RCTs. Results A total of 29 studies, including 3175 learners, met the inclusion criteria. A total of 25 studies were RCTs and 4 were cluster RCTs. Interventions comprised tablet or smartphone apps, personal digital assistants, basic mobile phones, iPods, and Moving Picture Experts Group-1 audio layer 3 player devices to deliver learning content. A total of 20 studies assessed knowledge (n=2469) and compared mLearning or blended learning to traditional learning or another form of digital education. The pooled estimate of studies favored mLearning over traditional learning for knowledge (standardized mean difference [SMD]=0.43, 95% CI 0.05-0.80, N=11 studies, low-quality evidence). There was no difference between blended learning and traditional learning for knowledge (SMD=0.20, 95% CI –0.47 to 0.86, N=6 studies, low-quality evidence). A total of 14 studies assessed skills (n=1097) and compared mLearning or blended learning to traditional learning or another form of digital education. The pooled estimate of studies favored mLearning (SMD=1.12, 95% CI 0.56-1.69, N=5 studies, moderate quality evidence) and blended learning (SMD=1.06, 95% CI 0.09-2.03, N=7 studies, low-quality evidence) over traditional learning for skills. A total of 5 and 4 studies assessed attitudes (n=440) and satisfaction (n=327), respectively, with inconclusive findings reported for each outcome. The risk of bias was judged as high in 16 studies. Conclusions The evidence base suggests that mLearning is as effective as traditional learning or possibly more so. Although acknowledging the heterogeneity among the studies, this synthesis provides encouraging early evidence to strengthen efforts aimed at expanding health professions education using mobile devices in order to help tackle the global shortage of health professionals.

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“…The interventions are described in Multimedia Appendix 10. All interventions used PDAs in developed countries (Austria [270], Canada [271], and US [272-274]). In these interventions the technology was used to enhance students' pharmacological and clinical contextual knowledge in both clinical practice and nursing education [270], and to determine a patient’s stage of change, providing scripted motivational interviews targeted to their stage, and making relevant health behavior and stage-based interventions immediately accessible [273].…”

Section: Resultsmentioning

confidence: 99%

Mobile Technologies and Geographic Information Systems to Improve Health Care Systems: A Literature Review

Nhavoto¹,

Grönlund²

2014

JMIR mHealth uHealth

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BackgroundA growing body of research has employed mobile technologies and geographic information systems (GIS) for enhancing health care and health information systems, but there is yet a lack of studies of how these two types of systems are integrated together into the information infrastructure of an organization so as to provide a basis for data analysis and decision support. Integration of data and technical systems across the organization is necessary for efficient large-scale implementation.ObjectiveThe aim of this paper is to identify how mobile technologies and GIS applications have been used, independently as well as in combination, for improving health care.MethodsThe electronic databases PubMed, BioMed Central, Wiley Online Library, Scopus, Science Direct, and Web of Science were searched to retrieve English language articles published in international academic journals after 2005. Only articles addressing the use of mobile or GIS technologies and that met a prespecified keyword strategy were selected for review.ResultsA total of 271 articles were selected, among which 220 concerned mobile technologies and 51 GIS. Most articles concern developed countries (198/271, 73.1%), and in particular the United States (81/271, 29.9%), United Kingdom (31/271, 11.4%), and Canada (14/271, 5.2%). Applications of mobile technologies can be categorized by six themes: treatment and disease management, data collection and disease surveillance, health support systems, health promotion and disease prevention, communication between patients and health care providers or among providers, and medical education. GIS applications can be categorized by four themes: disease surveillance, health support systems, health promotion and disease prevention, and communication to or between health care providers. Mobile applications typically focus on using text messaging (short message service, SMS) for communication between patients and health care providers, most prominently reminders and advice to patients. These applications generally have modest benefits and may be appropriate for implementation. Integration of health data using GIS technology also exhibit modest benefits such as improved understanding of the interplay of psychological, social, environmental, area-level, and sociodemographic influences on physical activity. The studies evaluated showed promising results in helping patients treating different illnesses and managing their condition effectively. However, most studies use small sample sizes and short intervention periods, which means limited clinical or statistical significance.ConclusionsA vast majority of the papers report positive results, including retention rate, benefits for patients, and economic gains for the health care provider. However, implementation issues are little discussed, which means the reasons for the scarcity of large-scale implementations, which might be expected given the overwhelmingly positive results, are yet unclear. There is also little combination between GIS and mobile technologies. In or...

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Educational effectiveness of a personal digital assistant-based geriatric assessment tool

Abstract: Residents who used a personal digital assistant-based geriatric assessment tool demonstrated greater improvement in geriatric knowledge than peers who did not use this resource. Curricula adapted to this technology may prove useful in medical education.

Cited by 6 publications

References 21 publications

The Effectiveness of Mobile-Health Technologies to Improve Health Care Service Delivery Processes: A Systematic Review and Meta-Analysis

The Effectiveness of Mobile-Health Technologies to Improve Health Care Service Delivery Processes: A Systematic Review and Meta-Analysis

Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Mobile Technologies and Geographic Information Systems to Improve Health Care Systems: A Literature Review

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