Mobile technologies in medical education: AMEE Guide No. 105

Abstract

Mobile technologies (including handheld and wearable devices) have the potential to enhance learning activities from basic medical undergraduate education through residency and beyond. In order to use these technologies successfully, medical educators need to be aware of the underpinning socio-theoretical concepts that influence their usage, the pre-clinical and clinical educational environment in which the educational activities occur, and the practical possibilities and limitations of their usage. This Guide builds upon the previous AMEE Guide to e-Learning in medical education by providing medical teachers with conceptual frameworks and practical examples of using mobile technologies in medical education. The goal is to help medical teachers to use these concepts and technologies at all levels of medical education to improve the education of medical and healthcare personnel, and ultimately contribute to improved patient healthcare. This Guide begins by reviewing some of the technological changes that have occurred in recent years, and then examines the theoretical basis (both social and educational) for understanding mobile technology usage. From there, the Guide progresses through a hierarchy of institutional, teacher and learner needs, identifying issues, problems and solutions for the effective use of mobile technology in medical education. This Guide ends with a brief look to the future.

Integrative seminar: A teaching resource?

“…Therefore, this instrument can be used for different purposes such as teaching, learning, and daily activities, for instance, communication, appointment book, and social media. Thus, smartphones might contribute to the learning process (Masters et al 2016).…”

“…This obsessive behavior may have a negative impact on their personal and professional life, not to mention on their interpersonal relationships and the learning process. Thus, the use of smartphones as learning tools needs well-defined rules to not disturb the learning process or to disrespect students' peers, teachers, and patients (Masters et al 2016). …”

Residents’ use of mobile technologies: three challenges for graduate medical education

“…The influence of mobile technologies on critical thinking and patient safety is a key consideration for medical education, and one we are only beginning to investigate 1. Based on these insights, this area merits further exploration.…”

“…These uncertainties, amplified for learners, can be negotiated in a variety of ways; however, the efficiency and availability of mobile technologies and clinical decision supports like UpToDatemake these tools a very appealing way to manage ambiguity. We know that mobile technologies are becoming increasingly common in clinical practice and professional development 1. We also know that mobile technology use is associated with efficiency2 and therefore may have a role in conversations about resident duty hours and patient safety.…”

Simulation and Technology Enhanced Learning: future implications for healthcare education and practice

“…This approach exists in relation to e-learning or mobile learning technologies10–12 and there are international standards developed by different professional learned bodies for simulation-based learning that are intended to help promote high quality educational practices 13 14. The Association for Simulated Practice in Healthcare (ASPiH) is currently introducing a revised version more focused and applicable in the UK Higher Education and Postgraduate Training healthcare sectors, which is being undertaken in collaboration with education commissioners, providers and representative professional bodies 15.…”