How a mobile app supports the learning and practice of newly qualified doctors in the UK: an intervention study

Abstract

BackgroundThe transition from medical school to the workplace can be demanding, with high expectations placed on newly qualified doctors. The provision of up-to-date and accurate information is essential to support doctors at a time when they are managing increased responsibility for patient care. In August 2012, the Wales Deanery issued the Dr.Companion© software with five key medical textbooks (the iDoc app) to newly qualified doctors (the intervention). The aim of the study was to examine how a smartphone app with key medical texts was used in clinical workplace settings by newly qualified doctors in relation to other information sources and to report changes over time.MethodsParticipants (newly qualified - Foundation Year 1 - doctors) completed a baseline questionnaire before downloading the iDoc app to their own personal smartphone device. At the end of Foundation Year 1 participants (n = 125) completed exit questionnaires one year later. We used Wilcoxon Signed Rank test to analyse matched quantitative data.ResultsWe report significant changes in our participants’ use of workplace information resources over the year. Respondents reduced their use of hard-copy and electronic versions of texts on PCs but made more use of senior medical staff. There was no significant difference in the use of peers and other staff as information sources. We found a significant difference in how doctors felt about using a mobile device containing textbooks in front of patients and senior medical staff in the workplace.ConclusionsOur study indicates that a mobile app enabling timely, internet-free access to key textbooks supports the learning and practice of newly qualified doctors. Although participants changed their use of other resources in the workplace, they continued to consult with seniors. Rather than over-reliance on technology, these findings suggest that the app was used strategically to complement, not replace discussion with members of the medical team. Participants’ uncertainty about using a mobile device with textbook app in front of others eased over time.

A semi‐quantitative and thematic analysis of medical student attitudes towards M‐Learning

“…In the future, the provision of subject‐specific texts may therefore help to facilitate learning. This is supported by similar studies suggesting improved and timely access to relevant information is the driving force behind experiential learning [10–12], which has been shown to allow for more efficient storage and retrieval of information [13]. Studies have additionally suggested student learning is facilitated through improved time management [5,12], as well as reports suggesting a trend to access resources outside of those provided by learning institutions [14].…”

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

“…The smart phone was more helpful than computer to promote students' learning motivation [15], to enhance the frequency of interaction study, to improve the efficiency of preparation before class. That mobile learning APP could support these doctors in access to learning and practice data timely and conveniently, changing their way of resource acquisition [16]. However, they still liked to consult experienced doctor, rather than relied solely on technology because the APP was only a supplement and could not substitute the discussion of the medical team.…”

The Utilization of Mobile Phones with medical related apps among foreign medical students in WMU, China (Preprint)

“…Our research showed, from the perspective of FMSs, the top two reasons that they studying medicine in China were "less tuition fee"(65%) and "more opportunities to According to our study, more than half of FMSs(55%) identified that they used medical related apps on daily frequency(figure 4), among whom, 65% of them spent more than 20 minutes on medical related apps everyday(figure 5), which suggested, unlike hospital staff in previous studies [7] [9][10][11], to medical students with leisure, rapid access didn't necessarily play the whole part in choosing apps.…”

“…The reason to choose FMSs as the objects of this survey were three fold: 1)FMSs come from relatively young generation, which was prone to new technology; 2)studying abroad triggered the inevitable requirement for instrumental assistance; 3)Unlike hospital staff in published papers, medical students had the luxury of time to apply medical related apps on learning [9][10][11]. Ninety-three FMSs from fourteen different countries had filled out this survey(figure 1).…”