M-learning for medical students during clinical training: the paradigm of pediatric endocrinology-diabetology

Détails

Ressource 1Télécharger: Mémoire no 4399 Mme Petter.pdf (1154.06 [Ko])
Etat: Public
Version: Après imprimatur
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ID Serval
serval:BIB_2523CA80B627
Type
Mémoire
Sous-type
(Mémoire de) maîtrise (master)
Collection
Publications
Institution
Titre
M-learning for medical students during clinical training: the paradigm of pediatric endocrinology-diabetology
Auteur(s)
PETTER M.
Directeur(s)
HAUSCHILD M.
Détails de l'institution
Université de Lausanne, Faculté de biologie et médecine
Statut éditorial
Acceptée
Date de publication
2017
Langue
anglais
Nombre de pages
23
Résumé
Backround
Internet-based research and smartphone use is a growing part of medical student learning. These modes provide opportunities to rapidly access information - albeit from sometimes unfiltered, non-peer-reviewed or untrustworthy sites. Specialized, fee-for-service digital mobile learning (m-learning) options exist, yet these are not always adapted to specific university curricula. To address this gap, we developed a digital solution for medical students integrating medical information parallel to a structured curriculum for teachers/students during clinical courses and clinical internship. This m-learning platform serves as a gateway to access the university’s electronic learning platforms (e.g. Moodle) as well as a catalyst facilitating active, team-based learning.
Methods
We evaluated the pilot use of the structured m-leaning platform (PedLaus) for pediatric endocrinology and diabetology. Medical students during their 3rd and 5th year of training completed a structured online questionnaire. Descriptive statistics and chi square analysis were employed to analyze data on internet use and usability and acceptability of the PedLaus platform/content.
Results
In total, 67 (34%) 3rd year (clinical coursework) and 39 (20%) 5th year students (internship) completed the questionnaire. In both groups, Wikipedia was the most commonly used information source of medical information (50/67, 75% and 29/39, 75% respectively). Google was utilized by 47/67 (3rd) and 24/39 (5th) students as search method. Between 59-66 % (44/67 of 3rd year and 23/39 of 5th year) of students consulted their university lecture notes/documentation. Smartphone use differed according to year of study. A third (23/67, 34%) of 3rd year students reported using a smartphone to search for information during clerkship as compared to 33/39 (85%) of 5th year students (p<0.005). Medical library use was relatively low, 27% of 3rd year and 28% of 5th year. PedLaus received high marks for acceptability and usability. Students perceived PedLaus as adapted to their level of knowledge and fast and easy to access.
Discussion
Medical students frequently search information using Wikipedia or Google. These data highlight the need for universities to reflect on pedagogical approach and adapt materials and methods to incorporate reliable content that is actually used by students. This pilot PedLaus project provides a framework enabling teachers to guide learning and students to easily and rapidly access clinical information on a smartphone during active learning exercises and clinical encounters. This m-learning tool is an acceptable and easily accessible complement to classical didactic methods of clinical courses.
Conclusion
Universities need to adapt current knowledge transfer strategies into the curricula and integrate technology used by medical students. PedLaus combines a rapid, open content search platform with high-quality and reliable medical information for students that is a useful reference for clinical training.
Mots-clé
Pedlaus, M-learning, Lausanne, technologies
Création de la notice
05/09/2018 10:36
Dernière modification de la notice
08/09/2020 6:08
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