Residents’ and preceptors’ perceptions of the use of the iPad for clinical teaching in a family medicine residency program

Archibald, Douglas; MacDonald, Colla J.; Plante, Judith; Hogue, Rebecca J.; Fiallos, Javier

doi:10.1186/1472-6920-14-174

Cited by 26 publications

(53 citation statements)

References 11 publications

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“…listening to audio, reading texts and viewing videos) were judged to be more useful compared to input of information activities (i.e. typing text, collecting data; Archibald et al 2014).…”

Section: Discussionmentioning

confidence: 99%

Patient preference: a comparison of electronic patient-completed questionnaires with paper among cancer patients

et al. 2015

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In this study, we compared cancer patients preference for computerised (tablet/web-based) surveys versus paper. We also assessed whether the understanding of a cancer-related topic, pharmacogenomics is affected by the survey format, and examined differences in demographic and medical characteristics which may affect patient preference and understanding. Three hundred and four cancer patients completed a tablet-administered survey and another 153 patients completed a paper-based survey. Patients who participated in the tablet survey were questioned regarding their preference for survey format administration (paper, tablet and web-based). Understanding was assessed with a 'direct' method, by asking patients to assess their understanding of genetic testing, and with a 'composite' score. Patients preferred administration with tablet (71%) compared with web-based (12%) and paper (17%). Patients <65 years old, non-Caucasians and white-collar professionals significantly preferred the computerised format following multivariate analysis. There was no significant difference in understanding between the paper and tablet survey with direct questioning or composite score. Age (<65 years) and white-collar professionals were associated with increased understanding (both P = 0.03). There was no significant difference in understanding between the tablet and print survey in a multivariate analysis. Patients overwhelmingly preferred computerised surveys and understanding of pharmacogenomics was not affected by survey format.

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“…listening to audio, reading texts and viewing videos) were judged to be more useful compared to input of information activities (i.e. typing text, collecting data; Archibald et al 2014).…”

Section: Discussionmentioning

confidence: 99%

Patient preference: a comparison of electronic patient-completed questionnaires with paper among cancer patients

et al. 2015

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“…The use of the ShowMe App has been described in past work as a way for students to create notes and share ideas at primary and secondary level (Castek & Beach, 2013;Maher, 2013). It has also been suggested to be popular for clinical teaching within medical residences, specifically for annotating notes and producing quick diagrams for 'in the moment' teaching (Archibald et al, 2014). This latter point is the most related to the use of the App in this study i.e.…”

Section: Discussionmentioning

confidence: 89%

“…The potential for these to support learning in higher education has received little attention in the literature, other than being described as a useful tool for in the moment teaching (Archibald et al, 2014). Using such a tool to deliver a short summary video of the lecture may act to reinforce learning from the lecture, rather than replace it.…”

Section: Introductionmentioning

confidence: 99%

Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module

Peart

Rumbold

Keane

et al. 2017

Int J Educ Technol High Educ

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The purpose of this study was to examine student use and perceptions of technology enhanced learning tools (TELTs), including their value for learning. Students enrolled onto a 12-week undergraduate science module had access to four TELTs each week, (i) a recording of the lecture (Panopto™), (ii) an animated mini review of the lecture (ShowMe), (iii) a multiple choice quiz hosted on Blackboard® (MCQ), and (iv) a module Twitter feed. Ninety-five students completed a survey at the end of the module, which included quantitative and qualitative questions, to examine whether they perceived the TELT to be useful for their learning. Analysis of the quantitative data suggest that Twitter was used significantly less than the other three TELTs (p < 0.001) with less people agreeing that it helped their learning (p < 0.001), whilst ShowMe and MCQ had a greater occurrence of an 'agree' rating compared to Twitter and Panopto (p ≤ 0.002). A thematic analysis of the qualitative responses identified assessment as a common theme across all four TELTs, being a positive factor for Panopto, ShowMe and MCQ, but negative for Twitter. Students highlighted ShowMe as being particularly useful for simplifying information. Based on this study TELTs similar to ShowMe (i.e. animations) are most recommended as this was one of the two highly rated TELTs (alongside MCQ), but may have more potential for crossover with other subjects, and students found it useful for more than just assessment.

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“…[7][8][9] Prior interventions targeting faculty did not necessarily show sustained perceived usefulness of tablets in teaching. 11 Tablet-based teaching may also have been more feasible in the outpatient setting and critical care units compared with inpatient medical units, although our numbers were small. Learners reported benefits in the areas of increased one-onone teaching and focus on different learning preferences.…”

Section: Discussionmentioning

confidence: 91%

“…Medical and allied health schools have provided tablets to students for their education, [7][8][9] with demonstrated acceptance of tablets and increased satisfaction with learning. 10,11 Although learner benefits have been demonstrated, and prior studies have assessed faculty perceptions and experience using technology, 12 there is little evidence on the efficacy of faculty use of tablets to teach residents. We conducted a prospective study to determine if supplying faculty with tablets and peer mentoring provided benefits to faculty and learners beyond the current, non-tabletbased teaching modality.…”

Section: Introductionmentioning

confidence: 99%

Can Tablet Computers Enhance Faculty Teaching?

Narayan¹,

Whicker²,

Benjamin³

et al. 2015

Journal of Graduate Medical Education

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Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Results Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Conclusions Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

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Residents’ and preceptors’ perceptions of the use of the iPad for clinical teaching in a family medicine residency program

Cited by 26 publications

References 11 publications

Patient preference: a comparison of electronic patient-completed questionnaires with paper among cancer patients

Patient preference: a comparison of electronic patient-completed questionnaires with paper among cancer patients

Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module

Can Tablet Computers Enhance Faculty Teaching?

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