Mobile learning: students' novel approach to practice problems

Davern, Monica S; Sandsmark, Emilee; Schwan, Josianna; Ayres, Lauren; Mehner, Lauren; Gilmer, Rachael; Odom, Joshua; Guiton, Gretchen; Taylor, Matthew

doi:10.1111/medu.12553

Cited by 3 publications

(2 citation statements)

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“…2 It is a new learning method with the use of mobile, handheld electronic devices and wireless technologies. 3 Liang Ting 4 stated that there are various mobile communication mechanisms that support m-learning such as voice communication, access of learning portal on the internet and learning through SMS. This clearly shows that m-learning could be interactive with the convergence of audio, web and mobile technologies in one package.…”

Section: Introductionmentioning

confidence: 99%

Effect of Sensitisation of Undergraduate Students Using M-Learning (Mobile Learning) Techniques for Bedside Clinics

Kumar¹,

Saraswathi²

2017

jebmh

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BACKGROUND In medical education, there are different types of teaching-learning methods. Various methods are utilised for transfer of knowledge to students. There has been an evolution in the teaching-learning methods due to the development in the technologies used for dissipation of knowledge. The advent of e-learning has created a new vista in the methods of teaching. Among this, mobile learning has become an important tool. Because of its ease of use and attractiveness, mobiles are very popular with the students. The aim of the study is to study the effectiveness of sensitisation on undergraduate students using m-learning techniques for the bedside clinics. MATERIALS AND METHODS 36 students of 8 th semester (batches of 6 students for 3 months) posted in the Department of Obstetrics and Gynaecology were divided into two groups. One group was sensitised on the previous day by sending the module on the topic using the mobile application 'WhatsApp.' The students of this group were requested not to share the information with the other group till the study is over. The topic was taught the next day as a bedside clinic. The other group is taught directly without prior sensitisation. A post test was conducted on both groups related to the topic that was taught. The control group was later provided the topic module through their WhatsApp. Feedback questionnaires were given to both groups. The scores were analysed by unpaired ttest and Mann-Whitney U test. RESULTS The sensitised group had better post test scores and feedback scores (P<.001). There was improved learning ability and enhanced interest in topic by arousing attentiveness and active participation in the process of learning. CONCLUSION Mobile learning is an effective method for improving the cognitive domain and arousing the interest in the subject.

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Section: Introductionmentioning

confidence: 99%

Effect of Sensitisation of Undergraduate Students Using M-Learning (Mobile Learning) Techniques for Bedside Clinics

Kumar¹,

Saraswathi²

2017

jebmh

View full text Add to dashboard Cite

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“…Mobile technology in teaching has been assessed earlier from the student's point view, and in general the students find the devices helpful (Davern et al, 2014;Nuss, Hill, Cervero, Gaines, & Middendorf, 2014;Ortega-Rivas, Saorin, de la Torre, & Elsheikha, 2013). Medical Faculty at University of Helsinki launched a tablet computer project in 2013 as a part of its digitalization and mobile learning strategy.…”

Section: Introductionmentioning

confidence: 99%

Tutors’ perceptions of use of tablet computers in PBL sessions

Sundvik¹,

Masalin²,

Hervonen³

2016

MedEdPublish

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New mobile technologies have reached the classrooms and are opening new possibilities but also setting new demands to the teaching personnel. We studied tutors' attitudes, perceptions and experiences on the use of tablet computers in preclinical problem-based learning (PBL) sessions by using a mixed method with questionnaire and interviews. The main finding was that both the students and the tutors used tablet computers in diverse ways. The basic structure of PBL sessions was not disrupted, but the teachers observed device-induced changes in the group dynamics. Information retrieval and checking was faster than before. Collaboration between the students increased, when digital whiteboard application on the tablet computer was used in brainstorming, and at the same time, the role of secretary was diminished. Adverse incidents were few and mainly technical in nature. To summarize, the new era with mobile technology is here to stay and both tutors and students embrace it.

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Factors influencing the implementation, adoption, use, sustainability and scalability of mLearning for medical and nursing education: a systematic review protocol

et al. 2016

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BackgroundmLearning is increasingly presented as an attractive novel educational strategy for medical and nursing education. Yet, evidence base for its effectiveness or factors which influence use, success, implementation or adoption are not clear. We aim to synthesise findings from qualitative studies to provide insight into the factors (barriers and facilitators) influencing adoption, implementation and use of mobile devices for learning in medical and nursing education. The review also aims to identify factors or actions which are considered to optimise the experience and satisfaction of educators and learners in using mobile technologies for medical and nursing education and to identify strategies for improving mLearning interventions for medical and nursing education.MethodsA systematic search will be conducted across a range of databases for studies describing or evaluating the experiences, barriers, facilitators and factors pertaining to the use of mLearning for medical and nursing education. The framework synthesis approach will be used to organise and bring different components of the results together. The confidence in the qualitative review findings will be assessed using the CERQual approach.DiscussionThis study will contribute to the planning and design of effective mLearning and the development of mLearning guidelines for medical and nursing education.Systematic review registrationPROSPERO CRD42016035411 Electronic supplementary materialThe online version of this article (doi:10.1186/s13643-016-0354-x) contains supplementary material, which is available to authorized users.

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Mobile learning: students' novel approach to practice problems

Cited by 3 publications

References 1 publication

Effect of Sensitisation of Undergraduate Students Using M-Learning (Mobile Learning) Techniques for Bedside Clinics

Effect of Sensitisation of Undergraduate Students Using M-Learning (Mobile Learning) Techniques for Bedside Clinics

Tutors’ perceptions of use of tablet computers in PBL sessions

Factors influencing the implementation, adoption, use, sustainability and scalability of mLearning for medical and nursing education: a systematic review protocol

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