Wallace Sean, Clark Marcia, White Jonathan
Department of Surgery, University of Alberta, Edmonton, Alberta, Canada.
BMJ Open. 2012 Aug 24;2(4). doi: 10.1136/bmjopen-2012-001099. Print 2012.
The last decade has seen the introduction of new technology which has transformed many aspects of our culture, commerce, communication and education. This study examined how medical teachers and learners are using mobile computing devices such as the iPhone in medical education and practice, and how they envision them being used in the future.
Semistructured interviews were conducted with medical students, residents and faculty to examine participants' attitudes about the current and future use of mobile computing devices in medical education and practice. A thematic approach was used to summarise ideas and concepts expressed, and to develop an online survey. A mixed methods approach was used to integrate qualitative and quantitative findings.
Medical students, residents and faculty at a large Canadian medical school in 2011.
Interviews were conducted with 18 participants (10 students, 7 residents and 1 faculty member). Only 213 participants responded to the online survey (76 students, 65 residents and 41 faculty members). Over 85% of participants reported using a mobile-computing device. The main uses described for mobile devices related to information management, communication and time management. Advantages identified were portability, flexibility, access to multimedia and the ability to look up information quickly. Challenges identified included: superficial learning, not understanding how to find good learning resources, distraction, inappropriate use and concerns about access and privacy. Both medical students and physicians expressed the view that the use of these devices in medical education and practice will increase in the future.
This new technology offers the potential to enhance learning and patient care, but also has potential problems associated with its use. It is important for leadership in medical schools and healthcare organisations to set the agenda in this rapidly developing area to maximise the benefits of this powerful new technology while avoiding unintended consequences.
过去十年中，新技术不断涌现，改变了我们文化、商业、通信和教育的诸多方面。本研究探讨了医学教师和学习者如何在医学教育与实践中使用诸如iPhone之类的移动计算设备，以及他们对这些设备未来用途的设想。
对医学生、住院医师和教师进行半结构化访谈，以考察参与者对移动计算设备在医学教育与实践中的当前及未来用途的态度。采用主题分析法总结所表达的观点和概念，并开展在线调查。运用混合方法将定性和定量研究结果相结合。
2011年，加拿大一所大型医学院的医学生、住院医师和教师。
对18名参与者（10名医学生、7名住院医师和1名教师）进行了访谈。只有213名参与者回复了在线调查（76名医学生、65名住院医师和41名教师）。超过85%的参与者报告使用过移动计算设备。移动设备的主要用途涉及信息管理、通信和时间管理。所确定的优点包括便携性、灵活性、可获取多媒体资源以及能够快速查找信息。所确定的挑战包括：浅层次学习、不懂得如何找到优质学习资源、注意力分散、不当使用以及对获取信息和隐私的担忧。医学生和医生都表示，这些设备在医学教育和实践中的使用在未来将会增加。
这项新技术有潜力提升学习效果和患者护理水平，但使用中也存在潜在问题。医学院校和医疗保健机构的领导层在这个快速发展的领域设定议程非常重要，以便在避免意外后果的同时，最大限度地发挥这项强大新技术的益处。
