P45 Medical education: there's an app for that. (November 2018)

• Record Type: Journal Article
• Authors: Thomas, James
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 4(2018)Supplement 2
• Page Start: A73
• Page End: A73
• Publication Date: 2018-11
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2018-aspihconf.137
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: Mobile learning has emerged as its own field of pedagogy in the last decade. Mobile learning can be combined with more traditional learning to form a blended curriculum. At the Queens Medical Centre, Nottingham third year medical students spend 5 days in the Emergency Department with shop floor teaching; classroom based teaching sessions and two stations of simulation. Summary of work: A smartphone application was created using the platform AppMakr™. The application was free to download to and students were encouraged to use their application during teaching and simulation sessions. The application also included a forum allowing communication between the students and the educator team outside of the classroom. 18 students in total downloaded the application. The forum content was analysed as well as the use of the application in teaching sessions and simulations. Students also answered a questionnaire about the application. Summary of results: The application was used by 16 students in at least one teaching session and by all students in at least one simulation session. 11 students used the application in every teaching and simulation session. Thematic analysis of the forum transcription reviewed themes of organisation, clarification and education. All students regarded the application positively. The most common reason (13 students) to use the application in simulation was for quick in time reference to assessment and treatment of their patient based on departmental guidelines. The most common reason for positive feedback was because it allowed realistic practice in accessing time critical information. Discussion and conclusions: Students value innovation from educators but this requires careful design of the curriculum and resources to ensure feasibility and compatibility. The project suggests that application design is feasible for educators with limited coding experience and the results indicate that students engage well with a blended curriculum. Engagement with the application was related to student confidence and perceived relevance. Recommendations: Mobile learning tailored with simulation offers students a realistic experience. Resource design may become a crucial part of educator development. Students require guidance with new resources when presented to them.