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Mobile technology use in medical education
Rattiporn Luanrattana1, Khin Than Win, John Fulcher
1University of Wollongong, Wollongong, NSW, Australia. rat_ti@yahoo.com
Journal of Medical Systems
|August 13, 2010
Summary
This study explored Personal Digital Assistant (PDA) functionalities and stakeholder attitudes for problem-based learning (PBL) medical curricula. Findings suggest potential for PDA integration, but require a clear strategy to manage impact and resources.
Area of Science:
- Medical Education
- Health Informatics
Background:
- Problem-based learning (PBL) medical curricula require effective integration of educational technologies.
- Personal Digital Assistants (PDAs) offer potential functionalities for enhancing medical education.
Purpose of the Study:
- To determine essential PDA functionalities for a PBL medical curriculum.
- To identify factors influencing PDA incorporation into medical education.
- To assess stakeholder attitudes towards PDA use in PBL settings.
Main Methods:
- Conducted in-depth interviews with medical faculty, education technology teams, and honorary medical academics.
- Explored stakeholder perspectives on PDA integration within the Graduate School of Medicine (GSM) at the University of Wollongong (UOW).
Main Results:
- Identified four key PDA functionalities: clinical-log, reference, communication, and general functions.
- Determined technical and practical aspects as major considerations for PDA incorporation.
- Highlighted potential for PDAs within the UOW PBL medical curriculum.
Conclusions:
- PDAs show promise for enhancing PBL medical curricula.
- A defined strategy is crucial for successful PDA integration, minimizing student impact and addressing financial/resource implications for the GSM.
