BACKGROUND: Since 2010, many US medical schools have introduced the use of mobile technology into their curriculum. Preclinical use of mobile technologies has been well studied, but use in the clinical years has been less explored. Our objective was to identify the clinical uses and limitations of mobile technology in the clinical curriculum. METHODS: Interviews were conducted with key personnel at seven U. S. medical schools who introduced iPad programs during the clinical years. Interviews were qualitatively analyzed using a constant comparison technique. RESULTS AND RECOMMENDATIONS: Eight "best practices" for introducing mobile technology in the clinical years were identified: (1) plan before implementation, (2) define focused goals, (3) establish a tablet "culture," (4) recruit appropriate implementation team, (5) invest in training, (6) involve students in mentoring, (7) accept variable use, and (8) encourage innovation. CONCLUSIONS: There is growing interest in using mobile technology for teaching and learning in the clinical curriculum. Following the identified best practices may assist schools with the integration of the technology into the curriculum and better prepare medical students to handle the increasing use of technology.
BACKGROUND: Since 2010, many US medical schools have introduced the use of mobile technology into their curriculum. Preclinical use of mobile technologies has been well studied, but use in the clinical years has been less explored. Our objective was to identify the clinical uses and limitations of mobile technology in the clinical curriculum. METHODS: Interviews were conducted with key personnel at seven U. S. medical schools who introduced iPad programs during the clinical years. Interviews were qualitatively analyzed using a constant comparison technique. RESULTS AND RECOMMENDATIONS: Eight "best practices" for introducing mobile technology in the clinical years were identified: (1) plan before implementation, (2) define focused goals, (3) establish a tablet "culture," (4) recruit appropriate implementation team, (5) invest in training, (6) involve students in mentoring, (7) accept variable use, and (8) encourage innovation. CONCLUSIONS: There is growing interest in using mobile technology for teaching and learning in the clinical curriculum. Following the identified best practices may assist schools with the integration of the technology into the curriculum and better prepare medical students to handle the increasing use of technology.
Authors: Thomas J G Chase; Adam Julius; Joht Singh Chandan; Emily Powell; Charles S Hall; Benedict Lyle Phillips; Ryan Burnett; Deborah Gill; Bimbi Fernando Journal: BMC Med Educ Date: 2018-06-27 Impact factor: 2.463
Authors: Priya Lall; Rebecca Rees; Gloria Chun Yi Law; Gerard Dunleavy; Živa Cotič; Josip Car Journal: J Med Internet Res Date: 2019-02-28 Impact factor: 5.428
Authors: Doan Hoa Do; Sawsen Lakhal; Mikaël Bernier; Jasmine Bisson; Linda Bergeron; Christina St-Onge Journal: BMC Med Educ Date: 2022-02-08 Impact factor: 2.463