Mobile Medical Education (MoMEd): What`s the impact of putting

Mobile Medical Education (MoMEd):
What is the impact of putting digital
mobile resources in the hands of medical
students?
Tim Vincent, Learning Technologist
Jil Fairclough, Medical School Librarian
Brighton & Sussex Medical School
In 2005, BSMS became the first UK medical school to
introduce the widespread use of mobile devices to its
students
Offered to all Year 3, 4, and 5
students (approx. 350 students)
Loaned PDA and software for free
Providing mobile hardware and software
@
Resources on the Dr Companion card
British National Formulary
Chemical Laboratory
References
Classification of Surgical
Operations & Procedures
Clinical Evidence
Oxford Concise Medical
Dictionary
Oxford Handbook of
Emergency Medicine
Oxford Handbook of
Clinical & Lab Investigation
Oxford Handbook of
Clinical Medicine
Cochrane Abstracts
DSM IV
ICD 10
NICE Compilation
Guidance
Netter Atlas of Human
Anatomy
Evidence Based Medicine
Patient Organizations
Oxford Handbook of
Clinical Surgery
Oxford Handbook of
Practical Drug Therapy
Oxford Handbook of
General Practice
Oxford Handbook of
Medical Sciences
Supporting set-up, roll-out, maintenance, and
training
Dir. of Undergraduate Studies
IT Manager
Librarian
Learning Technologist
Everyone!
Clinical Research Fellow
Divisional assistant
IT Technicians x2
Useful mobile technology in the clinical setting
The CCU consultant asks you
“What evidence is there for the
use of ACE inhibitors in
secondary prevention post MI?”
“And what dose is the SHO
writing up?”
Why mobile technology in medical training?
The future of education lies in
the adoption of technology,
such as mobile and wireless,
that connects people, unifies
the education process and
enhances learning.
Dr John D. Halamka, Associate Dean,
Harvard Medical School, 2002
BSMS, as a new medical
school, wants students to
become familiar with mobile
technology and take
advantage of the technology
to explore innovative
approaches to teaching and
learning.
Prof Jon Cohen, Dean of BSMS, 2003
GMC’s: Tomorrow’s Doctors (2009) expects
doctors to be able to “use information effectively in
a medical context”
“Access information sources and use
the information in relation to patient
care, health promotion, advice and
information to patients, and research
and education”
“Make effective use of computers
and other information systems,
including storing and retrieving
information.”
What is the impact of putting digital mobile
resources in the hands of medical students?
How much do medical
student really use mobile
devices to access learning
resources?
What are the advantages
and disadvantages of
mobile devices in the
clinical setting
What is the impact on
students’ learning?
Data collection
Focus groups
Questionnaires
Usage stats on server
Results: Amount of use
Questionnaire
Daily
Hardly
ever
Once a
week
Once a
month
Tracking
101 –
200
51 –
100
1 – 10
11 – 50
Results: Most popular resource
Questionnaire
Choose 3 most
popular resources
Tracking
Votes
Most popular resource
No. of
uses
BNF
91
OH Clinical Medicine
3,385
OH Clinical Medicine
89
BNF
3,137
Medical dictionary
22
Medical dictionary
1,867
Netter’s anatomy
19
OH General Practice
791
OH Clinical Surgery
884
Analysis: Three major themes identified
Access to
knowledge
Consolidation
of knowledge
Need for
change
Mobile Medical Education (MoMEd) - how mobile information resources contribute to learning for
undergraduate clinical students: a mixed methods study. Bethany S Davies, Jethin Rafique, Tim R
Vincent, Jil Fairclough, Mark H Packer, Richard Vincent and Inam Haq.
BMC Medical Education 2012, 12:1 doi:10.1186/1472-6920-12-1
http://www.biomedcentral.com/1472-6920/12/1/abstract
Theme 1: Access to knowledge
Mobility
Speed of access
Immediacy
Two devices
Theme 1: Access to knowledge
Mobility
Speed of access
Immediacy
Two devices
“The only thing is, you don’t have
that many pockets. I would have
my wallet in one pocket, my
phone in another. I found it quite
hard to carry [the PDA] around
with me all the time.”
“The whole two devices thing is
my major gripe.”
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
“It has enhanced [my knowledge]
by reinforcing key points at pointof-need. If you want to know
then-and-there, you can find it
then-and-there. It’s just the
memory jog you need to reinforce
the point a bit more. It doesn’t
mean you’re relying on the PDA
– it just helps to reinforce and
consolidate the knowledge a bit
better.”
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
“The more repetition I get, the
more I’m able to look at
something quickly – when I need
to - the more it’s likely to stick.
Because you can look and say
‘oh ok, that’s what it is again’”
“Initially, you may look at it three
times and then after that you will
become more confident in saying
‘yes I know this now’”
Theme 2: Consolidation of knowledge
Quick reference information
Repetition
Better use of ‘wasted’ time
“One of the drivers for me of
using it might be more general is
just my dislike of wasted time
particularly during the day.”
“I agree. Actually, that’s one of the
reasons I have started to use it a
lot more. There and then when
there isn’t anything to do you can
make use of time.”
Theme 3: Change
Attitude, behaviour, approach
Resistance to change
Establishing change
Next section
Theme 3: Change
Attitude, behaviour, approach
Resistance to change
Establishing change
“…if you remember to take it
with you”
“I think it’s about adopting a
different mentality.”
“I’m worried that the nurses or
patients will think I am texting
or emailing”
Theme 3: Change
Attitude, behaviour, approach
Resistance to change
Establishing change
“What changed your mind?”
“Finding I did use the PDA
and it did come in handy
several times. It just makes
life a bit easier.”
“...I have definitely got used
to having that type of
reference at my fingertips. I
would definitely look into ways
of continuing that.”
The future of MoMEd
The emergence of smartphones
BSMS becomes the first UK
medical school to introduce
the widespread use of PDAs
to its students
Apple announces sales
of 4.7m iPhones
First Android phone
(G1) launches
Steve Jobs unveils
the iPhone
2005
2006
2007
2008
2009
Apple
launches
iPad
2010
2011
Apple becomes
largest smartphone
vendor
Smartphone
sales make
up 31% of
1.8bn devices
sold globally
2012
2013
What do the students want?
Nothing
Smartphone +
DrCompanion
PDA +
DrCompanion
Own
smartphone +
DrCompanion
iPhone pilot
4 month trial (Nov-Feb)
48 students with own iOS device
Novel logging to track usage
Contract to recording usage and
research participation
Changing the model to
information over technology
Offered to all students in years 3-5 with their own device
Is this the right approach?