Clinicum, University of Helsinki, P.O. Box 63, 00014, Helsinki, Finland.
Centre for University Teaching and Learning, University of Helsinki, P.O. Box 21, 00140, Helsinki, Finland.
BMC Med Educ. 2021 Nov 29;21(1):594. doi: 10.1186/s12909-021-03008-9.
Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical students entering their clinical courses.
The aim of the study was to identify the hurdles for adopting mobile devices at the beginning of the clinical courses. We examined how students evaluated their own and the clinical teachers' ability to use the iPad, how the study assignments fit into digital learning, and how students used the mobile device with patients. The data were collected with online surveys among three consecutive student cohorts and the distributions of closed-ended questions analyzed.
Response rates ranged from 67.5 to 90.8%. Students evaluated their own ability to use the iPad as good or excellent and teachers' skills as relatively poor and wanted more digitally tailored assignments. They reported negative attitudes towards mobile device use in the clinical setting and were hesitant to use them in patient contact. Teachers seldom communicated suitable quality medical applications to students.
Clinical teachers need support and training to implement a learning environment and assignments appropriate for mobile devices. Both students and teachers were concerned about using these devices with patients. To achieve the full potential of digitalisation in clinical courses, their use should be developed collectively with students.
移动设备为医学生提供了便捷的获取医学信息和教育资源的途径。自 2013 年以来，我们一直关注医学生对 iPad 的使用情况。2016 年，我们观察到在进入临床课程的第一批医学生中，移动设备的使用量明显下降。
本研究旨在确定临床课程开始时采用移动设备的障碍。我们考察了学生如何评估自己和临床教师使用 iPad 的能力，学习任务如何适应数字化学习，以及学生如何在与患者的互动中使用移动设备。数据通过对三个连续的学生群体进行在线调查收集，并对封闭式问题的分布进行分析。
回复率范围为 67.5%至 90.8%。学生对自己使用 iPad 的能力评价良好或优秀，而对教师的技能评价相对较差，并希望有更多数字化定制的作业。他们报告了对临床环境中使用移动设备的负面态度，并且在与患者接触时犹豫不决。教师很少向学生传达适合的高质量医疗应用程序。
临床教师需要支持和培训，以实施适合移动设备的学习环境和作业。学生和教师都对在患者护理中使用这些设备表示担忧。为了充分发挥临床课程数字化的潜力，应与学生共同开发其使用。
