What Can We Do with Tablets for Medical Education
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Abstract
Background and Objectives:
The last five years have seen a huge advance in technologies, especially mobile technologies. These have transformed medical students’ life, including learning. At the University of Southampton a Student Learning Experience (SLE) study was conducted in summer 2012, investigating medical students’ approaches to learning. The results showed that technologies are an integral part of students’ learning, influencing organisation of learning, communication and actual learning itself. Among 202 study participants, 83% and 17% owned Smartphone and Tablet respectively, highlighting the need for an effective mLearning development and support strategy. To gain deeper, more applied insights into the current and future role of Tablets for medical education, a follow-up study was designed. Beginning in September 2012, it explored students’ day-to-day experience of using Tablets.
Methods:
SLE participants were invited to volunteer for a one year Tablets focus group study. Among the volunteers, six representative students were selected. Different Tablets were investigated and three types, Apple iPad, Samsung Galaxy and Microsoft Surface, were chosen and purchased. Participants were given a Tablet, based on their current hardware ownership. Opposing and complementary hardware matching was done to assess the impact this had on user experience and satisfaction.
The study consent/agreement letter that the participants signed, gave them free reign over how they use and what they do with their Tablets for one year. In return, a reflective account of their educational and non-educational experiences with the Tablets and attendance at monthly focus group meetings were required. The contents of both individual reflective diaries and focus groups were analysed to identify important, emerging themes.
Results:
The participants reported that having Tablets had a positive influence on learning. However, rather than the Tablet replacing their existing hardware, desktops, laptops or mobile phones, it worked as a complementary device making tasks easier or enabling activities that were not possible previously. Variation in how the participants used them was noted - some used their Tablet as a second screen to view extra content while others fully integrated the Tablet into their clinical learning experiences. Although some variations in use could be accounted for by previous experience or personal preferences, Tablet type played a significant role. Synchronisation between the devices was identified as a vital aspect if effective use of the Tablet was to be achieved. Battery life, portability and instantaneous access were all advantages of the Tablets whereas incompatibility between devices, unavailability of apps and lack of 3G (Microsoft Surface) were highlighted issues.
Conclusions:
Tablets can be effective tools for learning and supporting learning medicine. However, if an institution is to consider supporting or purchasing Tablets for their students, the type of Tablet and its role need to be carefully assessed. The Tablet market needs to consider the advantages and issues highlighted through educational use of Tablets. In doing so, they will provide an effective tool for what is potentially a lucrative market.
The last five years have seen a huge advance in technologies, especially mobile technologies. These have transformed medical students’ life, including learning. At the University of Southampton a Student Learning Experience (SLE) study was conducted in summer 2012, investigating medical students’ approaches to learning. The results showed that technologies are an integral part of students’ learning, influencing organisation of learning, communication and actual learning itself. Among 202 study participants, 83% and 17% owned Smartphone and Tablet respectively, highlighting the need for an effective mLearning development and support strategy. To gain deeper, more applied insights into the current and future role of Tablets for medical education, a follow-up study was designed. Beginning in September 2012, it explored students’ day-to-day experience of using Tablets.
Methods:
SLE participants were invited to volunteer for a one year Tablets focus group study. Among the volunteers, six representative students were selected. Different Tablets were investigated and three types, Apple iPad, Samsung Galaxy and Microsoft Surface, were chosen and purchased. Participants were given a Tablet, based on their current hardware ownership. Opposing and complementary hardware matching was done to assess the impact this had on user experience and satisfaction.
The study consent/agreement letter that the participants signed, gave them free reign over how they use and what they do with their Tablets for one year. In return, a reflective account of their educational and non-educational experiences with the Tablets and attendance at monthly focus group meetings were required. The contents of both individual reflective diaries and focus groups were analysed to identify important, emerging themes.
Results:
The participants reported that having Tablets had a positive influence on learning. However, rather than the Tablet replacing their existing hardware, desktops, laptops or mobile phones, it worked as a complementary device making tasks easier or enabling activities that were not possible previously. Variation in how the participants used them was noted - some used their Tablet as a second screen to view extra content while others fully integrated the Tablet into their clinical learning experiences. Although some variations in use could be accounted for by previous experience or personal preferences, Tablet type played a significant role. Synchronisation between the devices was identified as a vital aspect if effective use of the Tablet was to be achieved. Battery life, portability and instantaneous access were all advantages of the Tablets whereas incompatibility between devices, unavailability of apps and lack of 3G (Microsoft Surface) were highlighted issues.
Conclusions:
Tablets can be effective tools for learning and supporting learning medicine. However, if an institution is to consider supporting or purchasing Tablets for their students, the type of Tablet and its role need to be carefully assessed. The Tablet market needs to consider the advantages and issues highlighted through educational use of Tablets. In doing so, they will provide an effective tool for what is potentially a lucrative market.
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