Rapid Design of a Student-Centred App for Musculoskeletal Clinical Skills: An Example of a Theoretically Informed Approach to Developing Apps for Learning.

Background And Need For Innovation: The process to design mobile apps for learning are infrequently reported and focus more on evaluation than process. This lack of clear process for health professional education mobile apps may explain the lack of quality mobile apps to support medical student learning.

Goal Of Innovation: The goal of this project was to develop a student informed ready for production wireframe model of a minimally viable mobile app to support learning of musculoskeletal (MSK) clinical skills.

Learning technology in health professions education: Realising an (un)imagined future.

Context: Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.

Can storytelling of women's lived experience enhance empathy in medical students? A pilot intervention study.

Purpose: This pilot study aimed to investigate the acceptability and efficacy of a patient storytelling intervention (live and recorded) on empathy levels of medical students.

Materials And Methods: Medical students participated in a storytelling intervention that had three components: listening to live or recorded stories from women with abnormal uterine bleeding, reflective writing, and a debriefing session. Empathy scores of students pre- and post-intervention were measured using the Jefferson Scale of Empathy-student version (JSE-S).

Validating a measure of motivational climate in health science courses.

Purpose: The aim of the study was to examine the validity evidence for the 19-item form of the MUSIC Model of Academic Motivation Inventory (College Student version) within health science schools in three different countries. The MUSIC Inventory includes five scales that assess the motivational climate by measuring students' perceptions related to five separate constructs: empowerment, usefulness, success, interest, and caring.

Background: The 26-item form of the MUSIC Inventory has been validated for use with undergraduate students and with students in professional schools, including students at a veterinary medicine school, a pharmacy school, and a medical school.

Investigating New Zealand radiation therapy student perceptions about their degree curriculum.

Background: Radiation Therapists (RTs) are a key professional grouping in the delivery of health services for cancer patients. The education of RTs in New Zealand has evolved in response to regulatory and clinical workforce requirements. To date, it has lacked a fundamental underpinning of educational theory.

Cultural historical activity and the complexity of health professions education.

Commenting on Hu et al., Grainger and Gladman comment on how the purpose of student‐led community learning can change focus from the development of technical and professional skills to the aspirations and goals of the community in which students work.

Using the MUSIC Inventory to Evaluate Pathology Courses: an Exploratory Study.

Background: The MUSIC Inventory evaluates student's academic motivation across five constructs. We aimed to examine its use in undergraduate medical pathology courses.

Activity: Students from three pathology courses completed questions for three factors of the MUSIC Inventory plus one open-ended question.

Student video production within health professions education: A scoping review.

Background: Recent technological developments have influenced a shift in the use of videos in Health Professions Education (HPE). Rather than casting students in the role of observers of videos, educators have been asking students to produce videos as a learning activity. The assumption is that video production is often an active and collaborative exercise, therefore could engage students and enhance learning.

Work-place cancer and palliative care interprofessional education: experiences of students and staff.

Workplace-based interprofessional education (IPE) offers opportunities for pre-registration students to interact with patients in authentic settings. Senior dietetic, medical, nursing, physiotherapy and radiation therapy students took part in a workplace IPE initiative on cancer and palliative care informed by experiential learning theory and run by clinical tutors. Research was undertaken to gauge students and tutors' experiences of the initiative.

Measuring the Quality of Clinical Skills Mobile Apps for Student Learning: Systematic Search, Analysis, and Comparison of Two Measurement Scales.

Background: Mobile apps are widely used in health professions, which increases the need for simple methods to determine the quality of apps. In particular, teachers need the ability to curate high-quality mobile apps for student learning.

Objective: This study aims to systematically search for and evaluate the quality of clinical skills mobile apps as learning tools.

Student use of common online resources in a multi-campus medical school.

This article was migrated. The article was marked as recommended. Multi-campus medical schools can differ in medical curriculum delivery due to location specific factors, creating different learning contexts.

A Tool for Rating the Value of Health Education Mobile Apps to Enhance Student Learning (MARuL): Development and Usability Study.

Background: To realize the potential for mobile learning in clinical skills acquisition, medical students and their teachers should be able to evaluate the value of an app to support student learning of clinical skills. To our knowledge, there is currently no rubric for evaluation of quality or value that is specific for apps to support medical student learning. Such a rubric might assist students to be more confident in using apps to support their learning.

MUSIC® for Medical Students: Confirming the Reliability and Validity of a Multi-Factorial Measure of Academic Motivation for Medical Education.

The MUSIC® Inventory measures the construct of academic motivation across five factors: empowerment, usefulness, success, interest, and caring. The factors are defined in terms of the degree the student perceives that they have control over their environment, that the coursework is useful to their future, that they can succeed in the course, that the course and instructional methods are interesting, and that the teacher cares about their wellbeing and their success respectively. A valid measure of medical students' academic motivation would provide medical teachers with a method for evaluating the motivational aspect of their course and provide focus for changes in teaching and learning to improve medical student engagement.