changing the learning landscape momed: an evidence-based large-scale mobile learning initiative
TRANSCRIPT
Changing the learning landscape
MoMEd: An evidence-based large-scale mobile learning initiative
Changing the learning landscape
The current model of mobile learning at BSMS
Smartphone app offered to all students in years 3-5 with their own device
Year 3 Year 4 Year 5
Changing the learning landscape
Identification of the potential of mobile devices in medical education
BSMS, as a new medical school, wants students to become
familiar with mobile technology and take advantage of the
technology to explore innovative approaches to teaching and
learning.
Prof Jon Cohen, Dean of BSMS, 2003 GMC’s Tomorrow’s Doctors (2009)
“Use information effectively in a medical context”
“Make effective use of computers and other information systems”
Changing the learning landscape
What is the impact of putting digital mobile resources in the hands of medical students?
How do medical student really use mobile devices
in the clinical setting?
What is the impact on students’ learning?
What barriers exist?How can they be
overcome?
Mobile Medical Education (MoMEd) - how mobile information resources contribute to learning for undergraduate clinical students: a mixed methods study. Bethany S Davies et al, BMC Medical Education, 2012, 12:1
Changing the learning landscape
Offered to students in years 3, 4, 5 (n=419)
Loaned PDA and software for free
A large-scale deployment of mobile learning at BSMS
Changing the learning landscape
Set-up, roll-out, and maintenance requires several specialist roles and teamwork
Director of Undergraduate Studies
Clinical Research Fellow
IT TechnicianDivisional assistant
IT Manager Librarian
Learning Technologist
Changing the learning landscape
Data collection using triangulation approach
Focus groups
Questionnaires
Usage stats on server
Changing the learning landscape
What the usage stats told us
Resource popularityFrequency
Daily or Once a weekOnce a monthHardly everBlank
Where
TrustHomeOn the moveOther
Changing the learning landscape
Enabling the students’ learning
Timely access to key facts Repetition to consolidate knowledge
Supplement rather than replacement
Making use of wasted time
Changing the learning landscape
Barriers to the students’ learning
Extra device to carry Technical issues
Fear of interrupting the
clinical experience
Fear of negative reaction from
observers
Changing the learning landscape
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Changing the learning landscape
4 month trial
48 students with own iOS device
Contract to self-report usage and focus group participation
No cross-search tool
No usage tracking
Pilot of the Dr Companiontm app with students’ own devices (BYOD)
Changing the learning landscape
Frequency of use went up to 90%“I use WAY less Google/Wikipedia!!!”“Fast access to trusted facts”
“I've been quite reluctant to use it in front of patients/doctors”
Wish list: cross-search tool, medical dictionary, anatomy, module handbooks, quizzes, videos…
Use of app version was significantly higher and more highly praised (although psychosocial barriers remained)
Changing the learning landscape
The current model at BSMS is app with BYOD
Offered to all students in years 3-5 with their own device
Year 3 Year 4 Year 5
Changing the learning landscape
The student perspective
Changing the learning landscape
Four key areas to highlight following our research
• Bring Your Own Device seems most efficientHardware
• Shell-app architecture is advantageous to usersSoftware
• Psychosocial domains needs more work & research
Barriers to use
• Usage tracking to measure impact & inform development
Measuring use
Changing the learning landscape
Considerations for tomorrow…
Changing the learning landscape
Thank you
Find out more from: Dr Inam Haq, Director of Undergraduate StudiesDr Bethany Davies, Clinical Teaching FellowMark Packer, ICT Manager,Jil Fairclough, Medical School LibrarianTim Vincent, Learning Technologist, [email protected]
Follow MoMEd on Twitter @bsms_momed