Use of mobile learning module improves skills in chest tube insertion

Davis, James S.; Garcia, George D.; Wyckoff, Mary; Alsafran, Salman; Graygo, Jill; Withum, Kelly; Schulman, Carl I.

doi:10.1016/j.jss.2012.03.022

Cited by 50 publications

(82 citation statements)

References 18 publications

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“…While they are often testing the use of specific applications or programs operating in smartphones [11-22], little is known on how students perceive their smartphones as an educational tool at their own initiatives and outside the framework of specific applications.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Rung¹,

Warnke²,

Mattheos³

2014

JMIR mHealth uHealth

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BackgroundMobile Internet devices and smartphones have at present a significant potential as learning tools and the development of educational interventions based on smartphones have attracted increasing attention.ObjectiveThe objective of this study was to obtain a deeper insight in the nature of students’ use of smartphones, as well as their attitudes towards educational use of mobile devices in order to design successful teaching interventions.MethodA questionnaire was designed, aiming to investigate the actual daily habitual use, as well as the attitudes of dental students towards smartphones for their university education purposes. The survey was used to collect data from 232 dental students.ResultsOf the 232 respondents, 204 (87.9%) owned a smartphone, and 191 (82.3%) had access to third generation (3G) mobile carriers. The most popular devices were the iPhone and Android. Most of the respondents had intermediate smartphone skills and used smartphones for a number of learning activities. Only 75/232 (32.3%) had specific educational applications installed, while 148/232 (63.7%) used smartphones to access to social media and found it valuable for their education (P<.05). Students accessing social media with their smartphones also showed significantly more advanced skills with smartphones than those who did not (P<.05). There was no significant association between age group, gender, origin, and smartphone skills. There was positive correlation between smartphone skills and students' attitudes toward improving access to learning material (r=.43, P<.05), helping to learn more independently (r=.44, P<.05), and use of smartphones by teaching staff (r=.45, P<.05).ConclusionThe results in this study suggest that students use smartphones and social media for their education even though this technology has not been formally included in the curriculum. This might present an opportunity for educators to design educational methods, activities, and material that are suitable for smartphones and allow students to use this technology, thereby accommodating students’ current diverse learning approaches.

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Section: Introductionmentioning

confidence: 99%

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Rung¹,

Warnke²,

Mattheos³

2014

JMIR mHealth uHealth

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“…These tools included a video demonstration illustrating a medical performance [25, 26], a learning task or assignment [27–31], a portfolio [32, 33], an email containing key messages of the classroom-based session [34, 35], classroom-based learning materials in the form of either a text or a practical protocol or flow chart [36, 37], an unannounced simulation patient [38], a logbook [39] and an observation form [40]. These tools appeared to have three functions, namely to deliberately practice a specific competence at the workplace ( n = 10), to offer just-in-time information at the moment that the student needs it ( n = 5) and to refresh prior learned competences ( n = 5).…”

Section: Resultsmentioning

confidence: 99%

“…Some interventions took place over a short period of time, e. g. a 3-minute video viewed once [26]. Other interventions ran over a longer period, e. g. 8 practice days over 18 months [30].…”

Section: Resultsmentioning

confidence: 99%

Enhancing the connection between the classroom and the clinical workplace: A systematic review

Peters¹,

Clarebout²,

Diemers³

et al. 2017

Perspect Med Educ

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IntroductionAlthough medical students are increasingly exposed to clinical experiences as part of their training, these often occur parallel with, rather than connected to, their classroom-based learning experiences. Additionally, students seem to struggle with spontaneously making the connection between these spheres of their training themselves. Therefore, this systematic review synthesized the existing evidence about educational interventions that aim to enhance the connection between learning in the classroom and its application in the workplace.MethodsElectronic databases (AMED, CINAHL, EMBASE, ERIC, Medline, RDRB, PsycINFO and WoS) were screened for quantitative and qualitative studies investigating educational interventions that referenced a connection between the classroom and workplace-based experiences within undergraduate, graduate or postgraduate medical education.ResultsThree types of interventions were identified: classroom to workplace interventions, workplace to classroom interventions, and interventions involving multiple connections between the two settings. Most interventions involved a tool (e. g. video, flow chart) or a specific process (e. g. linking patient cases with classroom-based learning content, reflecting on differences between what was learned and how it works in practice) which aimed to enhance the connection between the two settings.DiscussionSmall-scale interventions can bring classroom learning and workplace practice into closer alignment. Such interventions appear to be the necessary accompaniments to curricular structures, helping bridge the gap between classroom learning and workplace experience. This paper documents examples that may serve to assist medical educators in connecting the classroom and the workplace.Electronic supplementary materialThe online version of this article (doi: 10.1007/s40037-017-0338-0) contains supplementary material, which is available to authorized users.

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“…One study found that medical students could perform volar splinting better and faster when they had timely access to an instructional video 42. Another study found that medical students and resident physicians performed better at chest tube insertion when they could use a mobile device for timely access to an instructional video 43. Exploratory studies have looked into how this knowledge is appreciated and suggest that timely access to instructional videos cannot stand alone, but rather augment the overall learning experience 44,45.…”

Section: Discussionmentioning

confidence: 99%

Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos’ content and approach to visualization

Borgersen

Henriksen

Konge

et al. 2016

OPTH

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BackgroundDirect ophthalmoscopy is well-suited for video-based instruction, particularly if the videos enable the student to see what the examiner sees when performing direct ophthalmoscopy. We evaluated the pedagogical effectiveness of instructional YouTube videos on direct ophthalmoscopy by evaluating their content and approach to visualization.MethodsIn order to synthesize main themes and points for direct ophthalmoscopy, we formed a broad panel consisting of a medical student, junior and senior physicians, and took into consideration book chapters targeting medical students and physicians in general. We then systematically searched YouTube. Two authors reviewed eligible videos to assess eligibility and extract data on video statistics, content, and approach to visualization. Correlations between video statistics and contents were investigated using two-tailed Spearman’s correlation.ResultsWe screened 7,640 videos, of which 27 were found eligible for this study. Overall, a median of 12 out of 18 points (interquartile range: 8–14 key points) were covered; no videos covered all of the 18 points assessed. We found the most difficulties in the approach to visualization of how to approach the patient and how to examine the fundus. Time spent on fundus examination correlated with the number of views per week (Spearman’s ρ=0.53; P=0.029).ConclusionVideos may help overcome the pedagogical issues in teaching direct ophthalmoscopy; however, the few available videos on YouTube fail to address this particular issue adequately. There is a need for high-quality videos that include relevant points, provide realistic visualization of the examiner’s view, and give particular emphasis on fundus examination.

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Use of mobile learning module improves skills in chest tube insertion

Cited by 50 publications

References 18 publications

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Enhancing the connection between the classroom and the clinical workplace: A systematic review

Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos’ content and approach to visualization

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Use of mobile learning module improves skills in chest tube insertion

Cited by 50 publications

References 18 publications

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Enhancing the connection between the classroom and the clinical workplace: A&nbsp;systematic review

Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos&rsquo; content and approach to visualization

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Enhancing the connection between the classroom and the clinical workplace: A systematic review

Direct ophthalmoscopy on YouTube: analysis of instructional YouTube videos’ content and approach to visualization