Using Mobile Devices for Learning in Clinical Settings: A Mixed-Methods Study of Medical Student, Physician and Patient Perspectives

Autor/inn/en	Scott, Karen M.; Nerminathan, Arany; Alexander, Shirley; Phelps, Megan; Harrison, Amanda
Titel	Using Mobile Devices for Learning in Clinical Settings: A Mixed-Methods Study of Medical Student, Physician and Patient Perspectives
Quelle	In: British Journal of Educational Technology, 48 (2017) 1, S.176-190 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12352
Schlagwörter	Handheld Devices; Technology Uses in Education; Medical Education; Medical Students; Physicians; Patients; Attitudes; Pediatrics; Hospitals; Use Studies; Knowledge Level; Ethics; Privacy; Information Security; Mixed Methods Research; Sequential Approach; Surveys; Focus Groups; Data Interpretation; Information Sources; Evaluation; Computer Mediated Communication; Internet; Access to Information; Access to Computers; Decision Making; Attention; Educational Benefits; Risk + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Medizinische Ausbildung; Physician; Doctor; Arzt; Patient; Attitude; Einstellung; Verhalten; Klinische Sozialpädiatrie; Krankengymnast; Krankenhaus; Benutzerschulung; Wissensbasis; Ethik; Privatsphäre; Schrittfolge; Survey; Umfrage; Befragung; Data evaluation; Datenauswertung; Information source; Informationsquelle; Evaluierung; Computerkonferenz; Decision-making; Entscheidungsfindung; Aufmerksamkeit; Bildungsertrag; Risiko
Abstract	This study was conducted with medical students, physicians, patients and carers in a paediatric and an adult hospital to determine use of mobile devices for learning, and beliefs and attitudes about others' use. Awareness of ethical, patient privacy and data security concerns was explored. The research was conducted using a mixed-methods sequential explanatory design through survey and focus groups for students and physicians, and a separate survey for patients and carers. Each arm of the study was analysed individually, followed by integration of quantitative and qualitative data, which are the subject of this paper. Interpretation of the integrated student and physician quantitative data highlighted that both groups used mobile devices for information verification, organisation and communication, and these represented the best uses of mobile devices; the worst aspects of mobile devices involved Internet access difficulties. Interpretation of the integrated student and physician qualitative data highlighted that students and physicians made individual decisions about their use of mobile devices, despite some existing policies. Integration of all data from all arms of the study identified the benefits of using mobile devices and concerns about distraction. For many students and physicians, the benefits of using mobile devices for learning at the patient bedside outweigh the possible risks. As society grapples with norms governing appropriate use of mobile devices, many are devising their own rules to aid learning in clinical settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01