Residents’ use of mobile technologies: three challenges for graduate medical education

Evaluation and Comparison of Two Media-Rich Radiology Apps Regarding Pathology of the Lumbar Spine: Lessons for Medical Education App Developers and Content Creators

BACKGROUND

Mobile applications have become an increasingly popular component of medical education over the past 2 decades. Visual layout and aesthetics are important considerations in app design given Generation Z's strong preference for visually appealing digital content. In this study, we evaluate students' perceptions of an educational app related to pathology of the lumbar spine before and after a redesign of its workflow and illustrations.

OBJECTIVE, MATERIAL AND METHODS

A professional user experience and interface designer was recruited for the revision of an iOS app focused on anatomy and pathology of the lumbar spine on abdominal computed tomography (CT). Revisions focused on developing the app to make it more visually appealing, increasing ease of use, and fixing bugs. An IRB-approved study was conducted in which participants were asked to interact with the original and revised versions of the app prior to completing a survey regarding their perception of the graphics, animation style, overall app design, and content.

RESULTS

Overall impressions of the revised app were more positive than the original app, with 89% of respondents finding the revised app's graphics to be visually appealing compared to 39% regarding the original app. Further, 95% of respondents indicated that the revised app's layout was organized and user-friendly compared to 73% regarding the original. Both apps received similarly positive ratings for participants' understanding of the presented materials.

CONCLUSION

User feedback is key when designing mobile health and educational applications. Feedback may be sought via formal usability testing or app-specific surveys. The aesthetics, layout, and ease of use of mobile apps are important considerations and, in the absence of content alteration, may influence user engagement. Knowledge regarding these factors may guide content creators when developing and deploying mobile health applications.

Can Medical Students Evaluate Medical Websites?: A mixed-methods study from Oman

Objectives

This study aimed to discover the extent to which medical students can evaluate medical websites, evaluation criteria used, factors affecting their abilities and whether a teaching intervention could rectify problems. Medical students and practitioners are required to evaluate medical information available on the Internet. Most current medical students are familiar with the Internet, but their ability to evaluate material may require improvement.

Methods

A class of undergraduate medical students evaluated an unreliable medical website, received a teaching intervention on website evaluation criteria and re-evaluated the same site. This mixed-methods study was conducted at Sultan Qaboos University, Muscat, Oman, from September to December 2018.

Results

A total of 149 (response rate: 82.3%) students participated. Students spent, on average, 4.69 hours per day on the Internet. No significant correlations were found between demographic indicators and Internet time. On a 10-point Likert scale, students' scores ranged from 5-6, with no significant differences between the pre- and post-intervention evaluations, except for increased polarisation away from the mean. Qualitative comments indicated an awareness of relevant criteria but an overall inability to critically apply them.

Conclusion

The results indicate that one cannot make a blanket statement about medical students' ability to evaluate medical websites despite their familiarity with technology. Moreover, website evaluation should be viewed primarily from the information perspective and that critical thinking ability may play a major role. Due to these overriding factors, short interventions are unlikely to have an impact, and other educational strategies should be developed. These are necessary to ensure that medical students can function independently as life-long learners and medical professionals.

Disruption in the space-time continuum: why digital ethnography matters

There is increasing interest in the use of ethnography as a qualitative research approach to explore, in depth, issues of culture in health professions education (HPE). Our specific focus in this article is incorporating the digital into ethnography. Digital technologies are pervasively and increasingly shaping the way we interact, behave, think, and communicate as health professions educators and learners. Understanding the contemporary culture(s) of HPE thus means paying attention to what goes on in digital spaces. In this paper, we critically consider some of the potential issues when the field of ethnography exists outside the space time continuum, including the need to engage with theory in research about technology and digital spaces in HPE. After a very brief review of the few HPE studies that have used digital ethnography, we scrutinize what can be gained when ethnography encompasses the digital world, particularly in relation to untangling sociomaterial aspects of HPE. We chart the shifts inherent in conducting ethnographic research within the digital landscape, specifically those related to research field, the role of the researcher and ethical issues. We then use two examples to illustrate possible HPE research questions and potential strategies for using digital ethnography to answer those questions: using digital tools in the conduct of an ethnographic study and how to conduct an ethnography of a digital space. We conclude that acknowledging the pervasiveness of technologies in the design, delivery and experiences of HPE opens up new research questions which can be addressed by embracing the digital in ethnography.

The curious case of case study research

The conceptualisation of 'good' medical education research as hypothesis testing to identify universal truths that are generalisable across contexts has been challenged. Joining this conversation, the field of health professions education research is complex and contextual and there are ways of examining and reporting locally based activities and innovations, which can be of general value. This position leads to a focus on case study research (CSR), inquiry bound in time and place that generates thick descriptions and close interpretations to reach explanations. CSR has grown in sophistication in recent years and can inform practice and advance the science of medical and health professions education. The authors evaluated the current state of the science of CSR in the medical education literature by identifying and reviewing 160 papers. Most articles presented as 'case studies' were not in fact CSR. Moreover, most articles failed to go beyond a 'we did this' account. The authors explore definitions of CSR, and they examine dominant CSR methodologists, Yin, Stake and Merriam, and their respective approaches to CSR. They then set out some of the basic tenets of CSR (case definition, methods of data collection and analysis) and consider the logics of CSR (its structures, purposes, assumptions and symbols). CSR challenges are considered next (such as emic and etic perspectives; ethical complexities; generalisability; quality; and reporting and reflexivity). The authors conclude that context is a mechanism, which needs to be understood, and rigorous CSR provides the structures and criticality to do so, opening up new areas of understanding and inquiry.