Mobile learning in resource-constrained environments: A case study of medical education

Abstract

Background: The achievement of the millennium development goals may be facilitated by the use of information and communication technology in medical and health education. Aims: This study intended to explore the use and impact of educational technology in medical education in resource-constrained environments. Methods: A multiple case study was conducted in two Nepalese teaching hospitals. The data were analysed using activity theory as an analytical basis. Results: There was little evidence for formal e-learning, but the findings indicate that students and residents adopted mobile technologies, such as mobile phones and small laptops, as cultural tools for surprisingly rich 'informal' learning in a very short time. These tools allowed learners to enhance (a) situated learning, by immediately connecting virtual information sources to their situated experiences; (b) cross-contextual learning by documenting situated experiences in the form of images and videos and re-using the material for later reflection and discussion and (c) engagement with educational content in social network communities. Conclusion: By placing the students and residents at the centre of the new learning activities, this development has begun to affect the overall educational system. Leveraging these tools is closely linked to the development of broad media literacy, including awareness of ethical and privacy issues.

Informal mobile learning in nurse education and practice in remote areas—A case study from rural South Africa

“…In this sense, mobile phones, and in particular the convergence of mobile and social media, can support learners in alleviating professional isolation, as it was also indicated in the literature (Morley, 2013;Young et al, 2010). These findings are also in line with other studies from low resource settings showing how mobile phones support socio-cultural participation and identity formation (Pimmer et al, 2012(Pimmer et al, , 2013a and enhance professional relationships (Chib, 2010).…”

“…By contrast, nurses used mobile phones to organize and support learning to better address unforeseen and unpredictable occurrences, characteristics that are typical of clinical settings in general (Pimmer et al, 2013b) and particularly in the changing macro-and socioeconomic health contexts in South Africa (Coovadia et al, 2009). In addition, nurses used mobile phones to connect situated experiences with sources and communities, even across phases of their career trajectories in the sense of life-long learning (Pimmer et al, 2013a).…”

Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

“…Several studies have indicated that mobile, wireless device technology supports teaching and learning [6,7]. An increasing number of physicians, residents, and medical students currently use mobile devices such as Smartphones, iPads, and Tablets for education and use in clinical environments [8,9]. Medical students have to assimilate considerable new information during their studies especially with the need for evidence-based practice, and they must develop skills for lifelong learning, keeping their knowledge updated [10].…”

Perception of medical students for utility of mobile technology use in medical education

“…[5,6] An increasing number of physicians, residents, and medical students currently use mobile devices such as Smartphones, iPads, and Tablets for education and use in clinical environments. [7,8] Medical students need to assimilate considerable new information during their studies especially with the need for evidence-based practice, and they must develop skills for lifelong learning, keeping their knowledge updated. [9] Lifelong learning, particularly in medicine, requires motivation and problem identification and solving skills relevant to the clinical situation.…”