What is the impact of Apps in medical education? A study of CAPSULE, a case-based learning App

Sadler, Jonathan; Wright, Juliet; Vincent, Timothy; Kurka, Thomas; Howlett, David

doi:10.1136/bmjstel-2020-000593

Cited by 3 publications

(5 citation statements)

References 14 publications

(18 reference statements)

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“…The questions included in this assessment were if the apps bettered their understanding of the disease, refined their clinical skills, and if the students will recommend these apps to others. This finding can be compared to another study that also assessed the impact of a medical app among medical students from the Brighton and Sussex Medical School [ 22 ]. They found a significant association between the usage of that app by students and better performance in exams.…”

Section: Discussionmentioning

confidence: 98%

Perceived Usefulness of Smartphone Medical Apps As Theoretical and Clinical Learning Aids Among Medical Students in Pakistan: A Cross-Sectional Study

Khan¹,

Waqas²,

Golani³

et al. 2023

Cureus

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Background Smartphone applications have become popular tools in clinical educational environments, particularly because they enhance learning in any setting through their accessibility. Despite students utilizing these apps in their daily learning, Pakistan’s medical education system has yet to strongly endorse them. Given the rising usage of medical applications among clinical year medical students and the wide range of apps accessible on contemporary devices aimed specifically at the student population, there is a lack of literature addressing the use of these apps on clinical learning in low- and middle-income countries (LMIC) such as Pakistan. Objectives Our study aims to (1) assess the level of awareness among clinical-year medical students in Pakistan, of smartphone applications for academic purposes, (2) determine the usefulness of medical apps as educational tools for clinical-year medical students, in terms of enhancing overall patient-care skills and (3) identify barriers to the usage of apps among students who do not have them installed. Methods This online questionnaire-based study includes clinical year medical students across four medical colleges (two private and two public sectors) in Pakistan. Participant identity was kept anonymous and informed consent was required to participate. A sample size of 360 was used based on previous studies in the UK and student estimates from chosen medical colleges. The questionnaire tool used consists of three sections; demographics and medical school information, perceived usefulness of medical smartphone apps on a Likert Scale and barriers to usage among students who do not have them installed. Results 97.9% of the total study population chose to participate in the study. There was roughly an equal percentage of responses from each clinical year and 72% of students reported active use of medical apps of which the vast majority (48%) have one to two apps on their phones. Only 39% of students felt that their medical colleges encourage the use of smartphone apps for academic purposes. 54% of students use apps to look up medical criteria for disease processes and almost 42% use them to search medications. On a Likert scale of 1-5, improvement of clinical performance received highest average score among users (3.92, SD 1.1), followed by quick access to medical guidelines (3.83, SD 1.0). The most common reasons for nonuse of medical apps were medical colleges not offering subscriptions and not knowing how to utilize apps. Conclusion Smartphone apps are widely used by clinical year medical students for academic purposes in our study. Despite lack of endorsement from their respective medical colleges, these apps are still popularly utilized for revision and research on disease criteria during clinics and rounds. Encouragement from the university has been identified as a significant barrier, however. Students who use smartphone apps reported an improvement in clinical...

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Section: Discussionmentioning

confidence: 98%

Perceived Usefulness of Smartphone Medical Apps As Theoretical and Clinical Learning Aids Among Medical Students in Pakistan: A Cross-Sectional Study

Khan¹,

Waqas²,

Golani³

et al. 2023

Cureus

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“…This study demonstrated that students who completed more cases on CAPSULE scored significantly higher marks overall in their exams (p < 0.0037) and that students with a better score on CAPSULE were part of a stronger decile within their cohort (p < 0.019). 13 This study provided evidence that digital learning with CAPSULE may be associated with better exam performance. 13 A further benefit of CAPSULE, for UK medical students and international graduates looking to come to the UK, is its alignment with the MLA.…”

Section: The Impact Of Capsule As a Learning Resourcementioning

confidence: 69%

“…13 This study provided evidence that digital learning with CAPSULE may be associated with better exam performance. 13 A further benefit of CAPSULE, for UK medical students and international graduates looking to come to the UK, is its alignment with the MLA. This can ensure that those preparing for the examination achieve breadth and depth in areas where direct experience may be limited in order to ensure that all areas of the assessment map are sampled with formative questions.…”

Section: The Impact Of Capsule As a Learning Resourcementioning

confidence: 69%

“…A recent study, undertaken prior to COVID-19 pandemic, demonstrated the impact of CAPSULE in helping medical students improve their knowledge and translate this to better summative examination scores. 13 This cross-sectional study reviewed the performance of the 2019 graduating cohort of 70 medical students at BSMS, who had had access to CAPSULE during their fourth and fifth years of study. Following their final examinations, the students' CAPSULE meta-data and decile rankings were obtained and compared.…”

Section: The Impact Of Capsule As a Learning Resourcementioning

confidence: 99%

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An Online Teaching Resource to Support UK Medical Student Education During the COVID-19 Pandemic: A Descriptive Account

Karunaratne¹,

Karunaratne²,

Wilmot³

et al. 2021

AMEP

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“…Depending on the situation and the technology used, there may be a variety of barriers to the implementation of CBL. However, some common barriers have been identified in the literature, such as lack of funding, technical difficulties, and lack of support [ 18 ]. However, 67.8% disagreed that the physical presence of CBL was considered a barrier or obstacle, and 31% only saw the time required to prepare for CBL as consuming and requiring a great deal of effort.…”

Section: Discussionmentioning

confidence: 99%

Medical students’ perceptions towards implementing case-based learning in the clinical teaching and clerkship training

Gasim,

Ibrahim,

Abushama

et al. 2024

BMC Med Educ

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Background Depending on the subject area and the ‘case’ used, many methods can be used to describe case-based learning (CBL). The majority of health professional education is patient-centered. As a result, clinical presentations and diseases are combined with social and clinical sciences, and student learning is linked to real-world applications. The purpose of this study was to evaluate how medical students at the Faculty of Medicine, National Ribat University, felt about the implementation of CBL. Methods This descriptive cross-sectional study was conducted on 171 final-year medical students (100 females and 71 males). Students were voluntarily invited to complete a self-administered questionnaire consisting of 15 closed-ended questions with 5-point Likert scale responses, covering data on perception, awareness, and barriers to CBL. Results The CBL satisfaction rate among medical students was 92.4%. The mean value of the medical student’s perception was 3.7 out of 5. Regarding perceptions of CBL, 65.5% of students agreed with the positive impact of CBL on their academic performance. “8.2%” (14/171) of students strongly concur that CBL improved teamwork, while “31.6%” (54/171) strongly disagree. “36.3%” of students strongly believe that CBL improved their ability to use clinical reasoning. Regarding CBL barriers, 53% of medical students considered a group of twenty participants per session to be a barrier. (69%) of students refused to consider physical presence as a barrier. “76.6%” of the students agreed that the moderator’s approach and style can have a big influence on the CBL session’s outcome. Conclusion Overall, students had positive perceptions of CBL. Academic performance, clinical reasoning, teamwork, and information retention and retrieval were all improved by incorporating CBL into training modules. Students agreed that the group size of 20 students per session was a barrier, despite their moderate to excellent knowledge of CBL. Preparation for CBL is both time-consuming and tiring. Despite this, students agree that CBL has a positive impact on the learning process.

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What is the impact of Apps in medical education? A study of CAPSULE, a case-based learning App

Cited by 3 publications

References 14 publications

Perceived Usefulness of Smartphone Medical Apps As Theoretical and Clinical Learning Aids Among Medical Students in Pakistan: A Cross-Sectional Study

Perceived Usefulness of Smartphone Medical Apps As Theoretical and Clinical Learning Aids Among Medical Students in Pakistan: A Cross-Sectional Study

An Online Teaching Resource to Support UK Medical Student Education During the COVID-19 Pandemic: A Descriptive Account

Medical students’ perceptions towards implementing case-based learning in the clinical teaching and clerkship training

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