AI Article Synopsis
- Ingrained assumptions about clinical placements may hinder the effective use of mobile devices for health profession students' education.
- A comprehensive review of literature (1988-2016) identified 49 relevant articles, highlighting that mobile devices are beneficial for student assessment, communication, clinical decision-making, and information access.
- Despite the positive findings, concerns regarding confidentiality, distractions from social media, and mixed policy messages reveal a need for clear guidelines to address these hidden challenges.
Article Abstract
Background: Ingrained assumptions about clinical placements (clerkships) for health professions students pursuing primary basic qualifications might undermine best educational use of mobile devices.
Question: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements?
Methods: A Best Evidence Medical Education (BEME) effectiveness-review of "justification" complemented by "clarification" and "description" research searched: MEDLINE, Educational Resource Information Center, Web of Science, Cumulative Index to Nursing and Allied Health Literature, PsycInfo, Cochrane Central, Scopus (1988-2016). Reviewer-pairs screened titles/abstracts. One pair coded, extracted, and synthesized evidence, working within the pragmatism paradigm.
Summary Of Results: From screening 2279 abstracts, 49 articles met inclusion-criteria, counting four systematic reviews for context. The 45 articles of at least Kirkpatrick K2 primary research mostly contributed K3 (39/45, 86.7%), mixed methods (21/45, 46.7%), and S3-strength (just over one-half) evidence. Mobile devices particularly supported student: assessment; communication; clinical decision-making; logbook/notetaking; and accessing information (in about two-thirds). Informal and hidden curricula included: concerns about: disapproval; confidentiality and privacy; security;-distraction by social connectivity and busy clinical settings; and mixed messages about policy.
Discussion And Conclusion: This idiosyncratic evidence-base of modest robustness suggested that mobile devices provide potentially powerful educational support on clinical placement, particularly with student transitions, metalearning, and care contribution. Explicit policy must tackle informal and hidden curricula though, addressing concerns about transgressions.
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| http://dx.doi.org/10.1080/0142159X.2018.1508829 | DOI Listing |
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