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Background Medical students show low levels of e–mental health literacy. Moreover, there is a high prevalence of common mental illnesses among medical students. Mobile health (mHealth) apps can be used to maintain and promote medical students’ well-being. To date, the potential of mHealth apps for promoting mental health among medical students is largely untapped because they seem to lack familiarity with mHealth. In addition, little is known about medical students’ preferences regarding mHealth apps for mental health promotion. There is a need for guidance on how to promote competence-based learning on mHealth apps in medical education. Objective The aim of this case study is to pilot an innovative concept for an educative workshop following a participatory co-design approach and to explore medical students’ preferences and ideas for mHealth apps through the design of a hypothetical prototype. Methods We conducted a face-to-face co-design workshop within an elective subject with 26 participants enrolled at a medical school in Germany on 5 consecutive days in early March 2020. The aim of the workshop was to apply the knowledge acquired from the lessons on e–mental health and mHealth app development. Activities during the workshop included group work, plenary discussions, storyboarding, developing personas (prototypical users), and designing prototypes of mHealth apps. The workshop was documented in written and digitalized form with the students’ permission. Results The participants’ feedback suggests that the co-design workshop was well-received. The medical students presented a variety of ideas for the design of mHealth apps. Among the common themes that all groups highlighted in their prototypes were personalization, data security, and the importance of scientific evaluation. Conclusions Overall, this case study indicates the feasibility and acceptance of a participatory design workshop for medical students. The students made suggestions for improvements at future workshops (eg, use of free prototype software, shift to e-learning, and more time for group work). Our results can be (and have already been) used as a starting point for future co-design workshops to promote competence-based collaborative learning on digital health topics in medical education.
Background Medical students show low levels of e–mental health literacy. Moreover, there is a high prevalence of common mental illnesses among medical students. Mobile health (mHealth) apps can be used to maintain and promote medical students’ well-being. To date, the potential of mHealth apps for promoting mental health among medical students is largely untapped because they seem to lack familiarity with mHealth. In addition, little is known about medical students’ preferences regarding mHealth apps for mental health promotion. There is a need for guidance on how to promote competence-based learning on mHealth apps in medical education. Objective The aim of this case study is to pilot an innovative concept for an educative workshop following a participatory co-design approach and to explore medical students’ preferences and ideas for mHealth apps through the design of a hypothetical prototype. Methods We conducted a face-to-face co-design workshop within an elective subject with 26 participants enrolled at a medical school in Germany on 5 consecutive days in early March 2020. The aim of the workshop was to apply the knowledge acquired from the lessons on e–mental health and mHealth app development. Activities during the workshop included group work, plenary discussions, storyboarding, developing personas (prototypical users), and designing prototypes of mHealth apps. The workshop was documented in written and digitalized form with the students’ permission. Results The participants’ feedback suggests that the co-design workshop was well-received. The medical students presented a variety of ideas for the design of mHealth apps. Among the common themes that all groups highlighted in their prototypes were personalization, data security, and the importance of scientific evaluation. Conclusions Overall, this case study indicates the feasibility and acceptance of a participatory design workshop for medical students. The students made suggestions for improvements at future workshops (eg, use of free prototype software, shift to e-learning, and more time for group work). Our results can be (and have already been) used as a starting point for future co-design workshops to promote competence-based collaborative learning on digital health topics in medical education.
BACKGROUND Medical education has increasingly adopted EdTech to provide effective instruction. The COVID-19 pandemic accelerated this trend, presenting new challenges for medical students and educators, particularly in clerkship settings. Clerkship students face unique difficulties such as limited access to patients and diverse medical cases. EdTech, including virtual reality, simulators, and mobile apps, offers potential solutions by providing simulated experiences and remote access to learning resources. OBJECTIVE This review aims to: Identify the EdTech tools used in clerkship education from January 2020 to January 2023. Evaluate the outcomes of using such technology in clerkship education. Discuss the challenges associated with utilizing EdTech in this context METHODS A rapid review was conducted following guidelines by Tricco et al. (2017) and PRISMA standards. The search included databases like Medline, Embase, and Web of Science for English-language peer-reviewed empirical studies. Inclusion criteria focused on studies in clerkship environments involving medical students. A total of 1717 citations were screened, resulting in 35 studies included for analysis. RESULTS The review found that virtual reality (31.4%), learning platforms (14.2%), video-conferencing tools (11.4%), and mobile technologies (8.5%) were commonly used. These technologies served various purposes such as content delivery, interactive instruction, and assessment. Key advantages included authenticity, engagement, and remote learning. Challenges included the availability of technology, lack of hands-on experience, and high costs. Evaluation of these technologies showed positive learning outcomes, increased engagement, and improved learner satisfaction. CONCLUSIONS The integration of EdTech in clerkship education has shown promising results, enhancing learning outcomes and student satisfaction. However, challenges such as technological availability, cost, and lack of hands-on experience need to be addressed. Careful planning, collaboration, and alignment with curriculum objectives are essential for the effective implementation of EdTech in medical education. Future research should focus on long-term effects and broader implications of these technologies in clinical education.
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