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Paydar P, Ebrahimpour S, Zehtab Hashemi H, Mohamadi M, Namazi S. Design, Development and Evaluation of an Application based on Clinical Decision Support Systems (CDSS) for Over-The-Counter (OTC) Therapy: An Educational Interventions in Community Pharmacists. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2023; 11:95-104. [PMID: 37113680 PMCID: PMC10126714 DOI: 10.30476/jamp.2022.95843.1661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 09/19/2022] [Indexed: 06/19/2023]
Abstract
INTRODUCTION Mobile health (mHealth) technology-based applications provide strong medical health-care support. Applications have an important impact as tools to improve the knowledge and support the health-care team practice. In this study, an over-the-counter (OTC) therapy application was developed based on Clinical Decision Support Systems (CDSS). CDSS is a key to improve health-related decisions and healthcare delivery. Furthermore, the quality and effectiveness of this application were evaluated among community pharmacists. METHODS The application was designed and developed for 10 topics of OTC therapy. After the approval of the expert panel, 40 pharmacists affiliated with Tehran University of Medical Science (TUMS) participated in this before and after quasi-experimental study. The related scenarios and checklists were designed for the ten topics. The participants had to manage the scenarios first by their knowledge and then with the application. The knowledge and pharmaceutical skills in OTC therapy were evaluated based on the obtained scores and the time recorded. The quality of the application was evaluated by pharmacists using user version of mobile application rating scale (uMARS) questionnaire. To compare before/after measurements of parametric and non-parametric data, we used the paired t-test and Wilcoxon matched-pairs test, respectively. Besides, the variables was compared using Mann-Whitney test. The statistical significance was considered at P<0.05. The analyses were performed using the statistical software Stata (ver. 13). RESULTS All scores after using the application increased, and the P-value was not significant. Also, the recorded time was increased after the use of the application, and the P-value was not significant. The minimum mean scores of the six uMARS questionnaire sections were 3. It means that acceptable scores were obtained in all sections of the questionnaire. The "App quality score" section of the application was reported 3.45±0.94. No relationship was found between gender and the median score of each section of the uMARS questionnaire. CONCLUSION The OTC therapy application developed in this study will help Persian-speaking pharmacists to increase their knowledge and pharmaceutical skills.
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Affiliation(s)
- Parva Paydar
- Clinical Pharmacy Department, Faculty of Pharmacy, Tehran University of Medical Sciences, Tehran, Iran
| | - Shole Ebrahimpour
- Clinical Pharmacy Department, Faculty of Pharmacy, Alborz University of Medical Sciences, Alborz, Iran
| | | | - Mehdi Mohamadi
- Clinical Pharmacy Department, Faculty of Pharmacy, Alborz University of Medical Sciences, Alborz, Iran
| | - Soha Namazi
- Clinical Pharmacy Department, Faculty of Pharmacy, Tehran University of Medical Sciences, Tehran, Iran
- Research Center for Rational Use of Drugs, Tehran University of Medical Science, Tehran, Iran
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McCarthy J, Porada K, Treat R. Educational Podcast Impact on Student Study Habits and Exam Performance. Fam Med 2023; 55:34-37. [PMID: 36656885 PMCID: PMC10681334 DOI: 10.22454/fammed.55.183124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
BACKGROUND Emerging technologies, trainees' proficiency with digital resources, and the COVID-19 pandemic have increased the role of mobile and asynchronous learning methods in medical education. Educational podcasts have gained popularity in both formal curricula and independent learning, but their impact on educational outcomes has not been well studied. METHODS We conducted a prospective cohort study of third-year medical students during pediatrics clerkship. An educational podcast series titled "Peds Soup" was introduced to students as a voluntary study resource. We surveyed students at the end of the rotation to assess study habits and perceptions of the podcast. We compared survey responses from podcast users and nonusers, and used standardized pediatrics subject examination scores to measure knowledge differences between groups. RESULTS Eighty-three students participated in the study. Peds Soup listeners (n=43) reported spending significantly more time studying during clerkship (M=16.5, SD=9.0 vs M=12.4, SD=9.2 hours/week, P=.009) than nonlisteners. Users expressed positive views toward the podcast's impact on introducing, reinforcing, and helping apply knowledge, and endorsed that Peds Soup made it easier to find time to study. Examination scores did not differ between the two groups. DISCUSSION The podcast demonstrated a reaction-level impact, with users reporting positive attitudes toward the podcast's impact and spending more time studying during pediatrics clerkship. Podcasts have strong potential as a supplement to existing curricula, where they can fill a need for interested learners. Future research should focus on the relationship between time spent and knowledge gain or utilize alternative measures of knowledge.
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Systematic Review of Pelvic Anatomy iOS and Android Applications for Obstetricians and Gynecologists. Female Pelvic Med Reconstr Surg 2022; 28:e179-e194. [PMID: 35536681 DOI: 10.1097/spv.0000000000001179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
IMPORTANCE Resources for learning and enhancing knowledge in medicine, such as mobile applications (apps), have dramatically increased in recent years; however, there is lack of a valid source for identifying the best and most reliable mobile apps. OBJECTIVES The goal of this study was to identify the highest scoring available pelvic anatomy apps based on quality, content, and functionality for obstetrician-gynecologists using a validated tool. STUDY DESIGN This was a systematic evaluation of anatomy apps in the Apple iTunes (iOS) and Google Play (Android) stores. Exclusions included apps that had nonhuman, nonanatomy content, did not include female pelvic anatomy or were deemed inappropriate for postgraduate level. The validated Mobile App Rating Scale (MARS), a mobile-health (mHealth) app scoring system was used to evaluate apps based on both objective and subjective quality. The authors' MARS scores for each variable were compiled, and the objective, subjective, and overall scores were calculated. RESULTS The search criteria yielded 2,432 apps: 952 (39%) Apple iTunes store and 1,480 (60.8%) Google Play Store apps. After applying the exclusion criteria, 35 (14 iOS, 8 Android, and 13 iOS/Android) apps were included for evaluation using the MARS system. "Complete Anatomy" app, available for both iOS and Android systems, obtained the highest objective, subjective, and overall MARS score. CONCLUSIONS Although there are numerous anatomy apps available, only a few meet prespecified criteria for functionality, content, quality, and are appropriate for obstetrician-gynecologists. Using a validated scoring system, we present a scored list of female pelvic anatomy apps most appropriate for obstetrician-gynecologists.
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Impact of Living Conditions on Online Education: Evidence from China. SUSTAINABILITY 2022. [DOI: 10.3390/su14063231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Students need to maintain certain living conditions in order to pursue online learning at home. However, there is a lack of a scientific explanation for the extent to which students’ performance in online at-home education is influenced by living conditions. Students from 2002 low-income households in China were surveyed, and a multivariate logistic regression analysis was conducted in order to explore the impact of living conditions on online education. The results showed that, rather than computers and smartphones, broadband Internet at home can affect students’ performance in online learning. The larger the residence area, the better the children’s performance in at-home e-learning. Moreover, children living in dilapidated houses are unable to satisfactorily perform in an e-learning environment. Contrarily, children who live in families with separate rooms and tap water show better performances. Additionally, the performance will be worse in the case of unattended students. Furthermore, children from low-income and -status families in the community are often at a disadvantage in an at-home e-learning environment. Cognition regarding the connection between living conditions and online education can be crucial for the improvement of the living conditions of low-income families in order to achieve online education equity.
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Curtis AC, Satre DD, Sarovar V, Wamsley M, Ly K, Satterfield J. A mobile app to promote alcohol and drug SBIRT skill translation among multi-disciplinary health care trainees: Results of a randomized controlled trial. Subst Abus 2022; 43:13-22. [PMID: 31710269 PMCID: PMC7211553 DOI: 10.1080/08897077.2019.1686723] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
BACKGROUND Adherence to clinical practice guidelines for alcohol and drug screening, brief intervention, and referral to treatment (SBIRT) is often inadequate. Mobile apps developed as clinical translation tools could improve the delivery of high fidelity SBIRT. Methods: This study tested the effectiveness of an SBIRT mobile app conceptually aligned with the Theory of Planned Behavior (TPB) to support SBIRT delivery by health care trainees (nursing, social work, internal medicine, psychiatry, and psychology) working in clinical settings (N = 101). Bivariate analyses examined the rate of SBIRT delivery between trainees assigned to the experimental (app) and control (no app) study conditions; as well as the relationship between TPB-based constructs, intention to deliver SBIRT, and screening rates. Results: No significant differences were identified between the study conditions in SBIRT delivery. Significant correlations were found between intent to screen and TPB variables including attitudes/behavioral beliefs concerning substance use treatment (r = .49, p = .01); confidence in clinical skills (r = .36, p = .01); subjective norms (r = .54, p = .01) and perceived behavioral control over appointment time constraints (r = .42, p = .01). Also significant were correlations between percent of patients screened and confidence (r = .24, p = .05); subjective norms (r = .22, p = .05) and perceived behavioral control (r = .28, p = .01). Conclusions: The negative results of the study condition comparisons indicate the need for further investigation of strategies to optimize mobile app utilization, engagement, and effectiveness as a clinical translation tool. Findings of significant correlations between substance use screening rates and both norms and confidence support the potential value of the TPB model in explaining behavior of health care learners in SBIRT delivery.
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Affiliation(s)
- Alexa C. Curtis
- School of Nursing and Health Professions, University of San Francisco, California 94117
| | - Derek D. Satre
- Department of Psychiatry, Weill Institute for Neurosciences, University of California, San Francisco, California 94143,Division of Research, Kaiser Permanente Northern California, Oakland, California 94612
| | - Varada Sarovar
- Division of Research, Kaiser Permanente Northern California, Oakland, California 94612
| | - Maria Wamsley
- Division of General Internal Medicine, University of California, San Francisco, California 94115
| | - Khanh Ly
- Division of General Internal Medicine, University of California, San Francisco, California 94115
| | - Jason Satterfield
- Division of General Internal Medicine, University of California, San Francisco, California 94115
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Gu J. Semiprivate space and access to online education during COVID-19: empirical tests from China. ONLINE INFORMATION REVIEW 2021. [DOI: 10.1108/oir-03-2021-0150] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeAlthough the use of online technology has generated excitement over its potential to increase access to education, most existing research has focused on comparing online and in-person student performance. This study provides empirical evidence that semiprivate space at the family level affects students' access to online education.Design/methodology/approachStudents from 1,565 low-income households in China were surveyed, and a multivariate logistic regression analysis was conducted on the hypothesized factors that affect access to online education at home.FindingsThe results show that the absence of computers, smartphones and broadband networks at home severely hinders children's access to online education, and even leads to their exclusion from it. Children with their fathers or paternal grandfathers as guardians have a lower probability of receiving online education at home. It was also found that the higher the education level of the head of the household, the more likely it is that children will receive online education at home.Originality/valueThis study is one of the first to examine online accessibility at the family level. It also demonstrates that the semiprivate space at the family level may limit opportunities for students who would otherwise pursue online education at home.
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Douglas A, Capdeville M. From Index Medicus to the Palm of Our Hands—What’s “App-ening” in Graduate Medical Education. J Cardiothorac Vasc Anesth 2020; 34:2133-2135. [DOI: 10.1053/j.jvca.2020.02.055] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Accepted: 02/28/2020] [Indexed: 11/11/2022]
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Spieler B, Batte C, Mackey D, Henry C, Danrad R, Sabottke C, Pirtle C, Mussell J, Wallace E. Diagnosis in a snap: a pilot study using Snapchat in radiologic didactics. Emerg Radiol 2020; 28:93-102. [PMID: 32728998 PMCID: PMC7391048 DOI: 10.1007/s10140-020-01825-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2020] [Accepted: 07/20/2020] [Indexed: 01/20/2023]
Abstract
Purpose To evaluate Snapchat, an image-based social media platform, as a tool for emergency radiologic didactics comparing image interpretation on mobile devices with conventional analysis on a classroom screen. Materials and methods Seven radiology residents (4 juniors, 3 seniors;4 males, 3 females; 28.4 years old, ± 1.7 years) were shown 5 emergent radiologic cases using Snapchat and 5 cases of similar content and duration on a classroom projector over 4 weeks. All images depicted diagnoses requiring immediate communication to ordering physicians. Performance was scored 0–2 (0 = complete miss, 1 = major finding, but missed the diagnosis, 2 = correct diagnosis) by two attending radiologists in consensus. Results All residents performed better on Snapchat each week. In weeks 1–4, juniors scored 21/40 (52.5%), 23/40 (57.5%), 19/40 (47.5%), and 18/40 (45%) points using Snapchat compared with 13/40 (32.5%), 23/40 (57.5%), 14/40 (35%), and 13/40 (32.5%), respectively, each week by projector, while seniors scored 19/30 (63.3%), 21/30 (70%), 27/30 (90%), and 21/30 (70%) on Snapchat versus 16/30 (53.3%), 19/30 (63.3%), 20/30 (66.7%), and 20/30 (66.7%) on projector. Four-week totals showed juniors scoring 81/160 (50.6%) on Snapchat and 63/160 (39.4%) by projector compared with seniors scoring 88/120 (73.3%) and 75/120 (62.5%), respectively. Performance on Snapchat was statistically, significantly better than via projector during weeks 1 and 3 (p values 0.0019 and 0.0031). Conclusion Radiology residents interpreting emergency cases via Snapchat showed higher accuracy compared with using a traditional classroom screen. This pilot study suggests that Snapchat may have a role in the digital radiologic classroom’s evolution.
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Affiliation(s)
- Bradley Spieler
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA.
| | - Catherine Batte
- Department of Physics & Astronomy, Louisiana State University, 459-B Nicholson Hall, Tower Drive, Baton Rouge, LA, 70803, USA
| | - Dane Mackey
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA
| | - Caitlin Henry
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA
| | - Raman Danrad
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA
| | - Carl Sabottke
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA
| | - Claude Pirtle
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA
| | - Jason Mussell
- Cell Biology and Anatomy, Louisiana State University Health Sciences Center, 1901 Perdido Street, New Orleans, LA, 70118, USA
| | - Eric Wallace
- Diagnostic Radiology, Louisiana State University Health Sciences Center, 1542 Tulane Avenue, Room 343, New Orleans, LA, 70112, USA
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Torabi A, Khemka A, Bateman PV. A Cardiology Handbook App to Improve Medical Education for Internal Medicine Residents: Development and Usability Study. JMIR MEDICAL EDUCATION 2020; 6:e14983. [PMID: 32297866 PMCID: PMC7193443 DOI: 10.2196/14983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Revised: 01/24/2020] [Accepted: 02/07/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND At most institutions, internal medicine residents struggle with balancing clinical duties and learning opportunities, particularly during busy cardiology ward rotations. To improve learning experiences for residents, we helped develop a cardiology handbook app to supplement cardiology education. OBJECTIVE The aim of this study was to report the development, implementation, and preliminary impact of the Krannert Cardiology Handbook app on graduate medical education. METHODS In June 2017, 122 residents at Indiana University were invited to download the digital handbook in the Krannert app. The Krannert app featured a total of 13 chapters written by cardiology fellows and faculty at Indiana University. Residents were surveyed on their self-reported improvement in cardiology knowledge and level of satisfaction after using the Krannert app. Residents were also surveyed regarding their preference for a digital handbook app versus a paper handbook. RESULTS Of the 122 residents, 38 trainees (31.1%) participated in survey evaluations. Among all respondents, 31 app users (82%) reported that the app helped improve their cardiology knowledge base. The app had an overall favorable response. CONCLUSIONS The Krannert app shows promise in augmenting clinical education in cardiology with mobile learning. Future work includes adding new topics, updating the content, and comparing the app to other learning modalities.
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Affiliation(s)
- Asad Torabi
- Indiana University School of Medicine, Indianapolis, IN, United States
| | - Abhishek Khemka
- Krannert Institute of Cardiology, Indiana University School of Medicine, Indianapolis, IN, United States
| | - Pantila V Bateman
- Krannert Institute of Cardiology, Indiana University School of Medicine, Indianapolis, IN, United States
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Squires LR, Hollett KB, Hesson J, Harris N. Psychological Distress, Emotion Dysregulation, and Coping Behaviour: a Theoretical Perspective of Problematic Smartphone Use. Int J Ment Health Addict 2020. [DOI: 10.1007/s11469-020-00224-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/12/2023] Open
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Lu C, Ghoman SK, Cutumisu M, Schmölzer GM. Unsupervised Machine Learning Algorithms Examine Healthcare Providers' Perceptions and Longitudinal Performance in a Digital Neonatal Resuscitation Simulator. Front Pediatr 2020; 8:544. [PMID: 33042905 PMCID: PMC7518390 DOI: 10.3389/fped.2020.00544] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 07/29/2020] [Indexed: 12/05/2022] Open
Abstract
Background: Frequent simulation-based education is recommended to improve health outcomes during neonatal resuscitation but is often inaccessible due to time, resource, and personnel requirements. Digital simulation presents a potential alternative; however, its effectiveness and reception by healthcare professionals (HCPs) remains largely unexplored. Objectives: This study explores HCPs' attitudes toward a digital simulator, technology, and mindset to elucidate their effects on neonatal resuscitation performance in simulation-based assessments. Methods: The study was conducted from April to August 2019 with 2-month (June-October 2019) and 5-month (September 2019-January 2020) follow-up at a tertiary perinatal center in Edmonton, Canada. Of 300 available neonatal HCPs, 50 participated. Participants completed a demographic survey, a pretest, two practice scenarios using the RETAIN neonatal resuscitation digital simulation, a posttest, and an attitudinal survey (100% response rate). Participants repeated the posttest scenario in 2 months (86% response rate) and completed another posttest scenario using a low-fidelity, tabletop simulator (80% response rate) 5 months after the initial study intervention. Participants' survey responses were collected to measure attitudes toward digital simulation and technology. Knowledge was assessed at baseline (pretest), acquisition (posttest), retention (2-month posttest), and transfer (5-month posttest). Results: Fifty neonatal HCPs participated in this study (44 females and 6 males; 27 nurses, 3 nurse practitioners, 14 respiratory therapists, and 6 doctors). Most participants reported technology in medical education as useful and beneficial. Three attitudinal clusters were identified by a hierarchical clustering algorithm based on survey responses. Although participants exhibited diverse attitudinal paths, they all improved neonatal resuscitation performance after using the digital simulator and successfully transferred their knowledge to a new medium. Conclusions: Digital simulation improved HCPs' neonatal resuscitation performance. Medical education may benefit by incorporating technology during simulation training.
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Affiliation(s)
- Chang Lu
- Department of Educational Psychology, Faculty of Education, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB, Canada
| | - Simran K Ghoman
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.,Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Maria Cutumisu
- Department of Educational Psychology, Faculty of Education, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB, Canada.,Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.,Department of Computing Science, Faculty of Science, University of Alberta, Edmonton, AB, Canada
| | - Georg M Schmölzer
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.,Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
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Bachorik A, Nemer MK, Chen GL, Alexander CB, Pelletier SR, Pace LE, Shields HM. Case-Based Curriculum With Integrated Smartphone Applications Improves Internal Medicine Resident Knowledge Of Contraceptive Care. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:971-977. [PMID: 31819696 PMCID: PMC6875286 DOI: 10.2147/amep.s221256] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 10/05/2019] [Indexed: 05/22/2023]
Abstract
BACKGROUND Contraception is an essential preventive service for all women. However, the literature suggests that internal medicine residents have low levels of confidence and knowledge of contraceptive care. OBJECTIVE We designed and implemented a novel contraception curriculum promoting active, collaborative learning. We sought to evaluate whether this curriculum improved internal medicine resident knowledge of and comfort with contraceptive care through the administration of pre-/post-surveys. METHODS Our curriculum was delivered in a two-hour session as part of the mandatory ambulatory curriculum for internal medicine interns at our institution in the academic year 2017-2018. Interns were provided with select online resources and two smartphone applications at the beginning of the session, which they then used in case-based small group work. Small group work was followed by a large group case review, co-facilitated by OB/GYN and internal medicine faculty. RESULTS Thirty-eight participants completed surveys assessing knowledge of and comfort with contraceptive care immediately before and after the curriculum; 20 participants completed surveys assessing the same domains 4-6 months after the curriculum. Data from surveys administered immediately post-curriculum demonstrated significant improvements in knowledge about and comfort with counseling about, assessing medical eligibility for, and initiating multiple forms of contraception. Many of these improvements in knowledge and comfort were maintained on follow-up surveys 4-6 months following the curriculum. CONCLUSION Our case-based curriculum with integrated smartphone applications resulted in significant improvements in internal medicine resident knowledge of and comfort with the key skills of contraceptive care. In contrast to active, collaborative learning methodologies such as the flipped classroom, our methodology supports active, collaborative learning without requiring advance learner preparation, and is thus well suited to the time constraints of the graduate medical education setting. Our methodology is readily translatable to other clinical topics and residency curricula.
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Affiliation(s)
- Alexandra Bachorik
- Division of General Internal Medicine, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Michelle K Nemer
- Department of Medicine, Metro Health Medical Center, Case Western Reserve School of Medicine, Cleveland, OH, USA
| | - Grace L Chen
- Division of Women's Health, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
| | - Cristina Baseggio Alexander
- Division of General Internal Medicine, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | | | - Lydia E Pace
- Harvard Medical School, Boston, MA, USA
- Division of Women's Health, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
| | - Helen M Shields
- Harvard Medical School, Boston, MA, USA
- Division of Medical Communications, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
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Clarke E, Burns J, Bruen C, Crehan M, Smyth E, Pawlikowska T. The 'connectaholic' behind the curtain: medical student use of computer devices in the clinical setting and the influence of patients. BMC MEDICAL EDUCATION 2019; 19:376. [PMID: 31623637 PMCID: PMC6798481 DOI: 10.1186/s12909-019-1811-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2019] [Accepted: 09/20/2019] [Indexed: 05/23/2023]
Abstract
BACKGROUND The use of mobile devices such as tablets and laptops by students to support their learning is now ubiquitous. The clinical setting is an environment, which lends itself to the use of mobile devices as students are exposed to novel clinical scenarios that may require rapid location of information to address knowledge gaps. It is unknown what preferences students have for these devices and how they are used in the clinical environment. METHODS In this study we explored medical students' choices and their use of different devices in their first year of clinical attachments. We sought to evaluate learners' experiences with these devices using a mixed methods approach. All students newly entered into the clinical years were given the option of a MacBook Air or iPad. We surveyed these students using an online survey tool followed by individual semi-structured interviews to explore survey findings in more depth. RESULTS Students owned a multitude of devices however their preferences were for the 11 in. MacBook Air Laptop over the iPad mini. Students made constant use of online information to support their clinical learning, however three major themes emerged from the interview data: connection and devices (diverse personal ownership of technology by students and how this is applied to source educational materials), influence and interaction with patients (use of any device in a clinical setting) and influence and interaction with staff. In general students preferred to use their device in the absence of patients however context had a significant influence. CONCLUSIONS These mobile devices were useful in the clinical setting by allowing access to online educational material. However, the presence of patients, and the behaviour of senior teaching staff significantly influenced their utilisation by students. Understanding the preferences of students for devices and how they use their preferred devices can help inform educational policy and maximise the learning from online educational content.
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Affiliation(s)
- Eric Clarke
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, 123 St. Stephen’s Green, Dublin 2 Dublin, Ireland
| | - Jane Burns
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, 123 St. Stephen’s Green, Dublin 2 Dublin, Ireland
| | - Catherine Bruen
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, 123 St. Stephen’s Green, Dublin 2 Dublin, Ireland
| | - Martina Crehan
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, 123 St. Stephen’s Green, Dublin 2 Dublin, Ireland
| | - Erica Smyth
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, 123 St. Stephen’s Green, Dublin 2 Dublin, Ireland
| | - Teresa Pawlikowska
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, 123 St. Stephen’s Green, Dublin 2 Dublin, Ireland
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Alameddine M, Soueidan H, Makki M, Tamim H, Hitti E. The Use of Smart Devices by Care Providers in Emergency Departments: Cross-Sectional Survey Design. JMIR Mhealth Uhealth 2019; 7:e13614. [PMID: 31199328 PMCID: PMC6592497 DOI: 10.2196/13614] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2019] [Revised: 04/04/2019] [Accepted: 04/04/2019] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND The use of smart devices (SDs) by health care providers in care settings is a common practice nowadays. Such use includes apps related to patient care and often extends to personal calls and applications with frequent prompts and interruptions. These prompts and interruptions enhance the risk of distractions caused by SDs and raise concerns about service quality and patient safety. Such concerns are exacerbated in complex care settings such as the emergency department (ED). OBJECTIVE The objective of this study was to measure the frequency and patterns of SD use among health care providers in the ED of a large academic health center in Lebanon. The perceived consequences of care providers using SDs on provider-to-provider communication and the care quality of patients in the ED were assessed. Additionally, factors associated with the use of SDs and the approval for regulating such use were also investigated. METHODS The study was carried out at the ED of an academic health center with the highest volume of patient visits in Lebanon. The data were collected using a cross-sectional electronic survey sent to all ED health care providers (N=236). The target population included core ED faculty members, attending physicians, residents, medical students, and the nursing care providers. The regression model developed in this study was used to find predictors of medical errors in the ED because of the use of SDs. RESULTS Half of the target population responded to the questionnaire. A total of 83 of 97 respondents (86%) used one or more medical applications on their SDs. 71 out of 87 respondents (82%) believed that using SDs in the ED improved the coordination among the care team, and 71 out of 90 (79%) respondents believed that it was beneficial to patient care. In addition, 37 out of 90 respondents (41%) acknowledged that they were distracted when using their SDs for nonwork purposes. 51 out of 93 respondents (55%) witnessed a colleague committing a near miss or an error owing to the SD-caused distractions. Regression analysis revealed that age (P=.04) and missing information owing to the use of SDs (P=.02) were major predictors of committing an error in the ED. Interestingly, more than 40% of the respondents were significantly addicted to using SDs and more than one-third felt the need to cut down their use. CONCLUSIONS The findings of this study make it imperative to ensure the safety and wellbeing of patients, especially in high intensity, high volume departments like the ED. Irrespective of the positive role SDs play in the health care process, the negative effects of their use mandate proper regulation, in particular, an ethical mandate that takes into consideration the significant consequences that the use of SDs may have on care processes and outcomes.
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Affiliation(s)
- Mohamad Alameddine
- American University of Beirut, Faculty of Health Sciences, Department of Health Management and Policy, Beirut, Lebanon
| | - Hussein Soueidan
- American University of Beirut, Evidence Based Health Management Unit, Beirut, Lebanon
| | - Maha Makki
- American University of Beirut, Faculty of Medicine, Department of Emergency Medicine, Beirut, Lebanon
| | - Hani Tamim
- American University of Beirut, Faculty of Medicine, Department of Internal Medicine, Beirut, Lebanon
| | - Eveline Hitti
- American University of Beirut, Faculty of Medicine, Department of Emergency Medicine, Beirut, Lebanon
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Shenouda JEA, Davies BS, Haq I. The role of the smartphone in the transition from medical student to foundation trainee: a qualitative interview and focus group study. BMC MEDICAL EDUCATION 2018; 18:175. [PMID: 30064424 PMCID: PMC6196342 DOI: 10.1186/s12909-018-1279-y] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2017] [Accepted: 07/13/2018] [Indexed: 05/15/2023]
Abstract
BACKGROUND The transition from medical student to junior doctor is one of the most challenging in medicine, affecting both doctor and patient health. Opportunities to support this transition have arisen from advances in mobile technology and increased smartphone ownership. METHODS This qualitative study consisted of six in-depth interviews and two focus groups with Foundation Year 1 Trainees (intern doctors) and final year medical students within the same NHS Trust. A convenience sample of 14 participants was recruited using chain sampling. Interviews and focus groups were recorded, transcribed verbatim, analysed in accordance with thematic analysis and presented below in keeping with the standards for reporting qualitative research. RESULTS Participants represented both high and low intensity users. They used their smartphones to support their prescribing practices, especially antimicrobials through the MicroGuide™ app. Instant messaging, via WhatsApp, contributed to the existing bleep system, allowing coordination of both work and learning opportunities across place and time. Clinical photographs were recognised as being against regulations but there had still been occasions of use despite this. Concerns about public and colleague perceptions were important to both students and doctors, with participants describing various tactics employed to successfully integrate phone use into their practices. CONCLUSION This study suggests that both final year medical students and foundation trainees use smartphones in everyday practice. Medical schools and healthcare institutions should seek to integrate such use into core curricula/training to enable safe and effective use and further ease the transition to foundation training. We recommend juniors are reminded of the potential risks to patient confidentiality associated with smartphone use.
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Affiliation(s)
- John E. A. Shenouda
- Division of Medical Education, Brighton and Sussex Medical School, Room 344A, Mayfield House, University of Brighton, Falmer, Brighton, BN1 9PH England
| | - Bethany S. Davies
- Department of Global Health and Infection, Brighton and Sussex Medical School Teaching Building, University of Sussex, Brighton, East Sussex BN1 9PX England
| | - Inam Haq
- Sydney Medical Program, Rm 208, A27 – Edward Ford Building, The University of Sydney, Sydney, NSW 2006 Australia
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Ranginwala S, Towbin AJ. Use of Social Media in Radiology Education. J Am Coll Radiol 2018; 15:190-200. [DOI: 10.1016/j.jacr.2017.09.010] [Citation(s) in RCA: 64] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2017] [Accepted: 09/09/2017] [Indexed: 11/28/2022]
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Martínez F, Tobar C, Taramasco C. Implementation of a Smartphone application in medical education: a randomised trial (iSTART). BMC MEDICAL EDUCATION 2017; 17:168. [PMID: 28923048 PMCID: PMC5604333 DOI: 10.1186/s12909-017-1010-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2016] [Accepted: 09/13/2017] [Indexed: 05/23/2023]
Affiliation(s)
- Felipe Martínez
- Departamento de Salud Pública, Escuela de Medicina, Universidad de Valparaíso, Hontaneda, 2664 Valparaíso, Chile
- Área de Investigación y Estudios Clínicos, Clínica Ciudad del Mar, Viña del Mar, Chile
| | - Catalina Tobar
- Departamento de Medicina Interna, Hospital Gustavo Fricke, Álvares, 1532 Viña del Mar, Chile
| | - Carla Taramasco
- Laboratorio de Información y Tecnología, Escuela de Ingeniería Informática, Universidad de Valparaíso, General Cruz, 222 Valparaíso, Chile
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Increasing Physical Exam Teaching on Family-Centered Rounds Utilizing a Web-Based Tool. Pediatr Qual Saf 2017; 2:e032. [PMID: 30229169 PMCID: PMC6132483 DOI: 10.1097/pq9.0000000000000032] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2016] [Accepted: 05/17/2017] [Indexed: 11/26/2022] Open
Abstract
Introduction Millennial trainees prefer innovative, multimodal education on topics including the physical exam (PE). Attendings inconsistently meet these needs on family-centered rounds. To enhance PE teaching, a Web site (PEToolkit) was created, but its use was infrequent. We aimed to increase PEToolkit use from 2 to 5 page counts per week in 7 months. Methods This quality improvement project took place at a large academic center in 1 Hospital Medicine team. Key drivers informed interventions, and an annotated run chart tracked progress. We tracked secondary measures, including changes in perception of teaching skill among attendings and resident-observed methods of PE teaching, through survey methodology. Results Median page counts increased to 5 counts per week in 7 months. The most impactful interventions included training senior residents to teach with the PEToolkit Web site and team feedback on Web site usage midweek. Survey responses from 37 attendings showed that those with more exposure to PEToolkit had increased self-perceived skill of PE teaching (P = 0.02). Survey responses from 52 residents showed that those on the intervention team reported more use of video for PE teaching (P < 0.001) and higher frequency of PE teaching (P = 0.02), compared with those on the nonintervention team. Conclusions We increased PEToolkit Web site use during family-centered rounds, thereby emphasizing the importance of PE teaching in this setting in an innovative way. Engagement of learners, frequent feedback, and coaching should be considered when incorporating technology in teaching.
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Patel A, Unaka N, Sobolewski B, Statile A. Five Steps for Success in Building Your Own Educational Web Site. Acad Pediatr 2017; 17:345-348. [PMID: 28300656 DOI: 10.1016/j.acap.2017.03.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Accepted: 03/06/2017] [Indexed: 11/16/2022]
Affiliation(s)
- Aarti Patel
- Department of Pediatrics, Rady Children's Hospital, San Diego, Calif.
| | - Ndidi Unaka
- Cincinnati Children's Hospital Medical Center, Ohio
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House H, Monuteaux MC, Nagler J. A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation. AEM EDUCATION AND TRAINING 2017; 1:151-157. [PMID: 30051026 PMCID: PMC6001596 DOI: 10.1002/aet2.10025] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Revised: 12/07/2016] [Accepted: 12/30/2016] [Indexed: 05/25/2023]
Abstract
OBJECTIVE Spacing of educational material over time has been shown to improve learning efficiency and long-term knowledge retention. We evaluated the impact of adding a spaced education curriculum to a month-long pediatric rotation. METHODS This was a randomized controlled educational intervention trial of residents on a rotation in a pediatric emergency department. Participants were randomized to the standard curriculum or the standard curriculum with integrated spaced education. The intervention used an automated platform to electronically deliver questions to user e-mail or mobile devices and provided instant feedback. Our primary outcome was proportion of correctly answered questions following the rotation. Our secondary outcomes included test performance at 3 months, change in clinical confidence, and satisfaction with the spaced learning. Learner opinion of the platform was assessed by postrotation survey. RESULTS Of 194 eligible trainees, 122 were enrolled and randomized. A total of 107 of the enrolled residents (88%) completed the immediate postrotation assessment, 48 of whom received spaced education. Sixty residents completed the 3-month follow-up. There were no differences between the control and intervention groups in baseline knowledge. The intervention group performed better than the control group on the postrotation assessment (mean difference = 5.4%, 95% confidence interval = 0.1-10.7) when controlled for didactic attendance and clinical exposure. Change in confidence did not differ between groups. Eighty-seven percent of spaced education learners would participate in a similar model in the future. CONCLUSION Spaced education during a pediatric emergency medicine rotation is an effective adjunct to a standard curriculum. Participants showed improvement on postrotation knowledge performance and enjoyed this educational approach.
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Affiliation(s)
- Heather House
- Division of Emergency MedicineChildren's Hospital of PhiladelphiaPhiladelphiaPA
| | - Michael C. Monuteaux
- Division of Clinical ResearchBoston Children's HospitalBostonMA
- Division of Emergency MedicineBoston Children's HospitalBostonMA
| | - Joshua Nagler
- Division of Emergency MedicineBoston Children's HospitalBostonMA
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Vallangeon BD, Hawley JS, Sloane R, Bean SM. An Assessment of Pathology Resident Access to and Use of Technology: A Nationwide Survey. Arch Pathol Lab Med 2017; 141:431-436. [DOI: 10.5858/arpa.2016-0228-oa] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Context.—
Current technologies including digital slide scanners and handheld devices can revolutionize clinical practice and pathology graduate medical education (GME). The extent to which these technologies are used in pathology GME is unknown.
Objectives.—
To determine the types of technologies used, usage amount, and how they are integrated into pathology residency/fellowship programs nationwide.
Design.—
A 40-question online survey for residents/fellows was developed and administered via the Research Electronic Data Capture System after institutional review board approval.
Results.—
Fifty-two program directors (37%) gave permission for participation. One-hundred seventy-one responses were received (18% response rate). Most respondents have access to personal technology (laptop = 78% [134 of 171]), smartphone = 81% [139 of 171], tablet = 49% [84 of 171]), and Web-based digital slide collections (82%, 141 of 171). Few residents are provided electronic devices by their programs (laptop = 22% [38 of 171], smartphone = 0.5% [1 of 171], and tablet = 12% [21 of 171]). Fifty-nine percent have access to digital slide scanners, 33% have access to a program-created database of digitized slides, and 52% use telepathology. Fifteen percent have access to asynchronous learning. Of those with access to video-recorded conferences, 89% review them. Program size was significantly positively correlated with resident access to program-provided laptops (P = .02) and tablets (P < .001), digital slide scanners (P = .01), and telepathology (P = .001). Of all devices, program-provided laptops are used most for professional work (60.5% use this device for more than 5 hours per day).
Conclusions.—
Most residents report access to multiple types of innovative technology, but incorporation of these tools within pathology training programs is highly variable. Opportunities for incorporating innovative technologies exist and could be further explored.
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Affiliation(s)
| | | | | | - Sarah M. Bean
- From the Department of Pathology (Dr Vallangeon) and Duke Office of Clinical Research (Messrs Hawley and Sloane), Duke University Hospital, Durham, North Carolina; and the Department of Pathology, Duke University Medical Center, Durham, North Carolina (Dr Bean). Dr Vallangeon is now with the Department of Pathology, East Carolina University, Greenville, North Carolina
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Rodis J, Aungst TD, Brown NV, Cui Y, Tam L. Enhancing Pharmacy Student Learning and Perceptions of Medical Apps. JMIR Mhealth Uhealth 2016; 4:e55. [PMID: 27174684 PMCID: PMC4882412 DOI: 10.2196/mhealth.4843] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 01/12/2016] [Accepted: 02/19/2016] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND The use of mobile apps in health care is growing. Current and future practitioners must be equipped with the skills to navigate and utilize apps in patient care, yet few strategies exist for training health care professional students on the usage of apps. OBJECTIVE To characterize first-year pharmacy student use of medical apps, evaluate first-year pharmacy student's perception of skills in finding, evaluating, and using medical apps before and after a focused learning experience, and assess student satisfaction and areas for improvement regarding the learning experience. METHODS Students listened to a recorded, Web-based lecture on finding, evaluating, and using mobile apps in patient care. A 2-hour, interactive workshop was conducted during which students were led by an instructor through a discussion on strategies for finding and using apps in health care. The students practiced evaluating 6 different health care-related apps. Surveys were conducted before and after the focused learning experience to assess students' perceptions of medical apps and current use and perspectives on satisfaction with the learning experience and role of technology in health care. RESULTS This educational intervention is the first described formal, interactive method to educate student pharmacists on medical apps. With a 99% response rate, surveys conducted before and after the learning experience displayed perceived improvement in student skills related to finding (52/119, 44% before vs 114/120, 95% after), evaluating (18/119, 15% before vs 112/120, 93% after), and using medical apps in patient care (31/119, 26% before vs 108/120, 90% after) and the health sciences classroom (38/119, 32% before vs 104/120, 87% after). Students described satisfaction with the educational experience and agreed that it should be repeated in subsequent years (89/120, 74% agreed or strongly agreed). Most students surveyed possessed portable electronic devices (107/119, 90% mobile phone) and agreed with the concept of medical apps being an important part of the health care profession in the future (112/119, 94% before and 115/120, 96% after). CONCLUSIONS Student pharmacists recognize the key role technology plays in the future of health care. A medical apps workshop was successful in improving student pharmacists' perceptions of ability to find, evaluate, and use medical apps.
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Affiliation(s)
- Jennifer Rodis
- The Ohio State University College of Pharmacy, Division of Pharmacy Practice and Science, Columbus, OH, United States.
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Wittich CM, Wang AT, Fiala JA, Mauck KF, Mandrekar JN, Ratelle JT, Beckman TJ. Measuring Participants' Attitudes Toward Mobile Device Conference Applications in Continuing Medical Education: Validation of an Instrument. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2016; 36:69-73. [PMID: 26954248 DOI: 10.1097/ceh.0000000000000031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Mobile device applications (apps) may enhance live CME courses. We aimed to (1) validate a measure of participant attitudes toward using a conference app and (2) determine associations between participant characteristics and attitudes toward CME apps with conference app usage. METHODS We conducted a cross-sectional validation study of participants at the Mayo Clinic Selected Topics in Internal Medicine Course. A conference app was developed that included presentation slides, note-taking features, search functions, social networking with other attendees, and access to presenter information. The CME app attitudes survey instrument (CMEAPP-10) was designed to determine participant attitudes toward conference apps. RESULTS Of the 602 participants, 498 (82.7%) returned surveys. Factor analysis revealed a two-dimensional model for CMEAPP-10 scores (Cronbach α, 0.97). Mean (SD) CMEAPP-10 scores (maximum possible score of five) were higher for women than for men (4.06 [0.91] versus 3.85 [0.92]; P = .04). CMEAPP-10 scores (mean [SD]) were significantly associated (P = .02) with previous app usage as follows: less than once per month, 3.73 (1.05); monthly, 3.41 (1.16); weekly, 4.03 (0.69); and daily or more, 4.06 (0.89). Scores were unrelated to participant age, specialty, practice characteristics, or previous app use. DISCUSSION This is the first validated measure of attitudes toward CME apps among course participants. App usage was higher among younger participants who had previously used educational or professional apps. Additionally, attitudes were more favorable among women and those who had previously used apps. These findings have important implications regarding efforts to engage participants with portable and accessible technology.
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Affiliation(s)
- Christopher M Wittich
- Dr. Wittich: Clinical Practice Chair and Associate Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Wang: Assistant Professor of Medicine, Division of General Internal Medicine, Harbor-University of California Los Angeles Medical Center, Torrance, CA. Dr. Fiala: Resident in Internal Medicine, Department of Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Mauck: Associate Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Mandrekar: Professor of Biostatistics and Neurology, Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN. Dr. Ratelle: Instructor in Medicine, Division of Hospital Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Beckman: Education Chair and Professor of Medicine and Medical Education, Division of General Internal Medicine, Mayo Clinic, Rochester, MN
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Abstract
The understanding, study, and use of educational tools and their application to the education of adults in professional fields are increasingly important. In this review, we have compiled a description of educational tools on the basis of the teaching and learning setting: the classroom, simulation center, hospital or clinic, and independent learning space. When available, examples of tools used in nephrology are provided. We emphasize that time should be taken to consider the goals of the educational activity and the type of learners and use the most appropriate tools needed to meet the goals. Constant reassessment of tools is important to discover innovation and reforms that improve teaching and learning.
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Affiliation(s)
- Majka Woods
- Office of Educational Development, University of Texas Medical Branch, Galveston, Texas; and
| | - Mark E Rosenberg
- Office of Medical Education, University of Minnesota Medical School, Minneapolis, Minnesota
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Chretien KC, Yarris LM, Lin M. Technology in graduate medical education: shifting the paradigm and advancing the field. J Grad Med Educ 2014; 6:195-6. [PMID: 24949118 PMCID: PMC4054712 DOI: 10.4300/jgme-d-14-00157.1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
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