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Connecting Actors With the Introduction of Mobile Technology in Health Care Practice Placements (4D Project): Protocol for a Mixed Methods Study.
JMIR Res Protoc
February 2024
see Acknowledgments, .
Background: The learning process in clinical placements for health care students is a multifaceted endeavor that engages numerous actors and stakeholders, including students, clinical tutors, link teachers, and academic assessors. Successfully navigating this complex process requires the implementation of tasks and mentorships that are synchronized with educational and clinical processes, seamlessly embedded within their respective contexts. Given the escalating number of students and the rising demand for health care services from the general population, it becomes imperative to develop additional tools that support the learning process.
View Article and Find Full Text PDFThe Acceptability of Using Augmented Reality as a Mechanism to Engage Children in Asthma Inhaler Technique Training: Qualitative Interview Study With Deductive Thematic Analysis.
JMIR Pediatr Parent
January 2023
School of Medicine, The University of Adelaide, Adelaide, Australia.
Background: Inhaled medications or inhalers provide first-line pharmacotherapeutic treatment for patients with asthma for both acute symptomatic relief and long-term management to keep symptoms under control. A good technique requires only basic instruction and training; however, a recent study identified that 92% of children do not follow all correct steps when using inhalers. There is a growing interest in technology-enhanced asthma education, with evidence demonstrating improvements in knowledge and treatment adherence.
View Article and Find Full Text PDFDesigning learning technology collaboratively: Analysis of a chatbot co-design.
Educ Inf Technol (Dordr)
June 2022
Learning, Media & Social Interactions, Universitat Oberta de Catalunya, Barcelona, Spain.
Unlabelled: Collaborative design approaches have been increasingly adopted in the design of learning technologies since they contribute to develop pedagogically inclusive and appropriate learning designs. Despite the positive reception of collaborative design strategies in technology-enhanced learning, little attention has been dedicated to analyzing the challenges faced in design processes using a collaborative approach. In this paper, we disclose the collaborative design of a chatbot for self-regulated learning in higher education using an action research approach.
View Article and Find Full Text PDFCo-design of technology-enhanced learning resources.
Clin Teach
August 2018
School of Medicine, University of Liverpool, Merseyside, UK.
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