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探索在临床教育中移动技术整合的障碍和促进因素:与学生和利益相关者进行的焦点小组研究
Beata Dobrowolska1, Ariadna Huertas-Zurriaga2,3, Cristina Casanovas-Cuéllar2,3
1Faculty of Health Sciences, Medical University of Lublin, Lublin, Poland.
移动学习 (mLearning) 提高了临床教育的灵活性和获取能力,但面临着基础设施和机构阻力等障碍. 解决这些问题需要包容性战略和支持成功的整合.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 数字健康数字健康
- 定性研究是指质量研究.
背景情况:
- 移动学习 (mLearning) 在临床学习环境 (CLE) 中提供灵活的实时访问信息.
- 基础设施,机构支持,培训以及对专业性和患者感知的担忧往往阻碍了实施.
- 有限的研究考虑了学生和利益相关者的观点在不同的健康教育背景.
研究的目的:
- 探索在临床教育中整合mLearning的感知障碍和促进者.
- 收集来自本科健康职业学生和临床利益相关者的见解.
- 为在医疗保健环境中有效实施mLearning的战略提供信息.
主要方法:
- 探索性定性设计利用6个重点小组 (FGs) 参与51名参与者 (25名学生,26名利益相关者) 来自三所欧洲大学.
- 以移动教育理性分析框架 (FRAME) 模型为指导的主题分析.
- 遵守报告的综合标准 定性研究 (COREQ) 准则和道德认可.
主要成果:
- mLearning增强了临床教育中的灵活性,知识获取和同行协作.
- 关键的挑战包括道德问题,代际差距,基础设施有限,以及机构的阻力.
- 参与者的观点强调了采用mLearning的潜力和障碍.
结论:
- 移动技术为临床教育带来了显著的好处,包括提高灵活性,访问和协作.
- 成功的整合需要解决道德,组织和代际障碍.
- 包容性,共同设计的战略,在基础设施,培训和文化变革的支持下,对于有效的mLearning实施至关重要.
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