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

Abstract

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.

Hurdles for adopting mobile learning devices at the outset of clinical courses

“…The same type of research on the use of new technology by successive medical student cohorts in the early stages of clinical courses had not been conducted before. However, our results were consistent with previous research findings [ 1 , 3 , 14 ]. Both previous research literature and our own previous research on the first cohort of medical students reported challenges in incorporating devices into clinical settings [ 12 , 16 , 18 , 19 ].…”

“…The uncertainty of patients’ reactions has not been the only major obstacle in adopting mobile technology in the clinical context. Students’ have also faced social barriers in the form of their device usage and online information seeking being construed as unprofessional behaviour and misinterpreted as personal use of social media by senior doctors and other healthcare professionals [ 12 – 14 ].…”

Hurdles for Adopting Mobile Learning Devices at the Outset of Clinical Courses

“…The same type of research on the use of new technology by successive medical student cohorts in the early stages of clinical courses had not been conducted before. However, our results were consistent with previous research ndings (1,3,15). Both previous research literature and our own previous research on the rst cohort of medical students reported challenges in incorporating devices into clinical settings (13,17,18,19).…”

“…They were also worried that using the device might deteriorate their communication with the patients (2,7,13,14). In addition, they feared that senior physicians and other health care professionals would construe their behaviour as unprofessional or misinterpret their online information seeking for personal communication on social media (13,14,15). The few studies exploring the patients' own perceptions of bedside usage of mobile devices reported positive attitudes among patients (6, 10, 12).…”

“…The uncertainty of patients' reactions has not been the only major obstacle in adopting mobile technology in the clinical context. Students' have also faced social barriers in the form of their device usage and online information seeking being construed as unprofessional behaviour and misinterpreted as personal use of social media by senior doctors and other healthcare professionals (13,14,15).…”