Using mobile technologies for assessment and learning in practice settings: A case study

Dearnley, Christine; Haigh, Jacquelyn; Fairhall, John R.

doi:10.1016/j.nepr.2007.07.003

Cited by 74 publications

(56 citation statements)

References 12 publications

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“…Mobile-learning or M-learning is a form of E-learning and is described as "learning across multiple contexts, through social and content interactions, using personal electronic devices such as MP3 players, notebooks, mobile phones and tablets [5]. Several studies have indicated that mobile, wireless device technology supports teaching and learning [6,7]. An increasing number of physicians, residents, and medical students currently use mobile devices such as Smartphones, iPads, and Tablets for education and use in clinical environments [8,9].…”

Section: Introductionmentioning

confidence: 99%

Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

Ranjan¹,

Jain²,

Baghel³

2017

IJAR

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Introduction: WhatsApp is one of the most popular tool of mass media communication besides Facebook and twitter. We all agree a good communication is essential between the teacher and student for a healthy academic environment in every discipline and it is must in Anatomy because of immenseness of this basic science as well as its exposure to the students in a short span. To ease this burden and to facilitate the teaching learning outcome we incorporated WhatsApp shared learning as an adjuvant to class-room teaching. So we created a group dedicated to anatomical discussion for MBBS 2015-16 batch. We discussed the current curricular topics, relevant queries and provided the students the multimedia resource as and when needed. The outcome of this was analysed and discussed through peer reviewed questionnaire and suggestions.

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Section: Introductionmentioning

confidence: 99%

Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

Ranjan¹,

Jain²,

Baghel³

2017

IJAR

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“…[4] Several studies have indicated that mobile, wireless device technology supports teaching and learning. [5,6] An increasing number of physicians, residents, and medical students currently use mobile devices such as Smartphones, iPads, and Tablets for education and use in clinical environments. [7,8] Medical students need to assimilate considerable new information during their studies especially with the need for evidence-based practice, and they must develop skills for lifelong learning, keeping their knowledge updated.…”

Section: Introductionmentioning

confidence: 99%

Perception of medical students for utility of mobile technology use in medical education

Subhash¹,

Bapurao²

2015

Int J Med Public Health

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Introduction:Mobile technology is changing the way we live, and it is beginning to change the way we learn. Current literature reviews have shown that research on mobile technology in medical education primarily focused on efficacy, of mobile devices as an educational tool and resource, infrastructure to support m-learning, benefits, challenges, and appropriate use. Objectives: To assess the perception of medical student for the utility of mobile technology in their learning experience and to find out different barriers in the application of mobile phone in medical education. Materials and Methods: The study was designed as a descriptive study to assess emerging patterns of mobile technology use by medical students across the academic year 2013-2014. Interview and focus group discussion was a method of data collection. Results: Mean age ± standard deviation of the current mobile was 3.45 ± 1.45 years. Mobile users were 302 (96.79%) and Smartphone users were 261 (83.61%). In the present study, 176 (56.41%) used for the academic purpose and 65 (20.83%) of the students preferred the same for an entertainment purpose. Gender-wise significant difference was observed in regards to Smartphone availability and daily Internet use for education purpose by female was more than male. Conclusion: The lessons learned from this study are-majority of the students use Smartphone mainly for communication, learning, and entertainment purpose. With increasing use of portable devices by students, it is logical to expect the next step to incorporate these devices in the learning environment and should, therefore, be appropriately considered for curriculum.

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“…Personal ownership of mobile devices has also augmented in recent decades, and in some settings even their use as an educational aid would not be an inconvenience for the class. by health professionals for teaching purposes (Dearnley et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Teaching Breast Cancer Screening via Text Messages as Part of Continuing Education for Working Nurses: A Case-control Study

Alipour¹,

Jannat²,

Hosseini³

2014

Asian Pacific Journal of Cancer Prevention

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Introduction: Although continuing education is necessary for practicing nurses, it is very difficult to organize traditional classes because of large numbers of nurses and working shifts. Considering the increasing development of mobile electronic learning, we carried out a study to compare effects of the traditional face to face method with mobile learning delivered as text messages by cell phone. Materials and Methods: Sixty female nurses working in our hospital were randomly divided into class and short message service (SMS) groups. Lessons concerning breast cancer screening were prepared as 54 messages and sent in 17 days for the SMS group, while the class group participated in a class held by a university lecturer of breast and cancer surgery. Pre-and post-tests were undertaken for both groups at the same time; a retention test also was performed one month later. For statistical analysis, the paired T test and the independent sample T test were used with SPSS software version 16; p<0.05 was considered significant. Results: Mean age and mean work experience of participants in class and SMS groups was 35.8±7.2, 9.8±6.7, 35.4±7.3, and 11.5±8.5, respectively. There was a significant increase in mean score post-tests (compared with pre-tests) in both groups (p<0.05). Although a better improvement in scores of retention tests was demonstrated in the SMS group, the mean subtraction value of the post-and pretests as well as retention-and pre-tests showed no significant difference between the 2 groups (p=0.3 and p =0.2, respectively). Conclusions: Our study shows that teaching via SMS may probably replace traditional face to face teaching for continuing education in working nurses. Larger studies are suggested to confirm this.

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Using mobile technologies for assessment and learning in practice settings: A case study

Cited by 74 publications

References 12 publications

Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

Whatsapp-Assisted Learning of Anatomy as an Adjuvant to Traditional Class-Room Learning: Achievements and Prospect

Perception of medical students for utility of mobile technology use in medical education

Teaching Breast Cancer Screening via Text Messages as Part of Continuing Education for Working Nurses: A Case-control Study

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