Putting Technologies Used for Clinical Care and Education in Context

Hilty, Donald M.; DeJong, Sandra M.

doi:10.1007/s40596-018-0996-1

Cited by 6 publications

(1 citation statement)

References 31 publications

(35 reference statements)

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“…Psychiatry educators have also recently realized the potential of technology. As Hilty and DeJong aptly write in Academic Psychiatry, “the profession has to consider new applications of technology as instrumental, rather than supplemental, to practice and teaching” [ 8 ]. E-learning platforms can offer flexible tools to psychiatry educators but are most powerful when utilized for collaboration and engagement, rather than as static resources [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study

et al. 2020

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Background Medical students are turning to new and expanding web-based resources for learning during their psychiatry clerkships; however, there have not been concomitant efforts by educators to utilize web-based tools to promote innovative teaching. Objective Utilizing a free learning platform (Psy-Q) created by our team, we sought to explore how digital technology may engage medical student learners, promote colearning between educators and medical students, and support sustainability of web-based platforms through crowdsourcing. Methods Between 2017 and 2019, seven medical schools offered access to the platform during medical students’ psychiatry clerkships. Use of the web-based platform was voluntary and not monitored or related to clerkship evaluation. Medical students completed a paper and pencil assessment of the platform at the end of their clerkship. Anonymous and aggregated website use data were gathered in accordance with institutional review board approval. Results A total of 203 medical students across seven distinct psychiatry clerkships completed the survey. Of these students, 123 (60.6%) reported using the platform and reported accessing a mean of 45 questions. The most common device used to access the platform was a laptop and the second most common was a smartphone. The most common location to access the platform was home and the second most common was the hospital. Although few students contributed new questions, website utilization data suggested that all rated the quality and difficulty of the questions. Higher quality questions were medical students’ main suggestion for further improvement. Conclusions Our results suggest the feasibility and potential of educator- and learner-created web-based platforms to augment psychiatry education and develop relevant accessible resources in the digital sphere. Future work should focus on measuring objective educational outcomes of question taking and writing, as well as optimizing technology and exploring sustainable trainee-faculty partnership models for the creation and curation of content.