Usage of New Innovative Smartphone Technologies in Clinical Psychiatric Teaching
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Abstract
Abstract
Background & Objectives
The increasing popularity of smartphones has led to recent developments in web-based technologies and further advances in mobile phone technologies. Previous studies in various fields of medicine have clearly highlighted the importance of web-based technologies and smartphone technologies in the augmentation of educational models. However, there is a paucity of research on the application of these technologies in psychiatric education. Hence, our research question was as follows: Are undergraduate students receptive to smartphone applications that help them to master psychiatry, and if so, what are their perspectives with regard to the content to be included in applications designed to assist them in mobile learning? Also, are post-graduate trainees receptive towards having a smartphone application with mock stations and instructional videos; and are trainees receptive towards having an online peer-review portal, to provide them with external, objective critique?
Methods
The Mastering Psychiatry Online Portal and web-based mobile application were developed using HTML5 as the core programming language. The online portal and web-based application were launched in July 2012, and usage data and initial perspectives were obtained. The native application was then developed from August 2013 onwards. After their end-of-posting clinical examination, students were recruited to complete a survey questionnaire related to their perspectives on the application. The CASC Feedback Portal and the Déjà vu CASC application was developed between January to April 2014. The postgraduate application was launched online via a forum post.
Results
Our initial analytical results showed that from the inception of the online portal to the time of this study, there were 15,803 views, with 2,109 copies of the online textbook downloaded. A total of 5,895 viewers watched the online training videos from start to finish, and 722 users accessed the mobile textbook application. A total of 185 students participated in the perspective survey, with the majority having positive perspectives about the implementation of a smartphone application in psychiatry. The user perspective survey results showed that a high proportion of students would like an educational psychiatry smartphone application to have the following features: textbook-based content, clinical OSCE videos, and an event notification service. A high proportion of students concurred with the perception that a smartphone application would be helpful in psychiatric education and that a smartphone could be a viable alternative to a textbook. For the post-graduate application, initial utilization data was been obtained, with 57 downloads of the smartphone application, and 225 views of the videos within.
Conclusions
This study is one of the first to demonstrate the use of the internet and smartphones in psychiatric education. Our methods could apply to future research involving the use of technology in education.
Background & Objectives
The increasing popularity of smartphones has led to recent developments in web-based technologies and further advances in mobile phone technologies. Previous studies in various fields of medicine have clearly highlighted the importance of web-based technologies and smartphone technologies in the augmentation of educational models. However, there is a paucity of research on the application of these technologies in psychiatric education. Hence, our research question was as follows: Are undergraduate students receptive to smartphone applications that help them to master psychiatry, and if so, what are their perspectives with regard to the content to be included in applications designed to assist them in mobile learning? Also, are post-graduate trainees receptive towards having a smartphone application with mock stations and instructional videos; and are trainees receptive towards having an online peer-review portal, to provide them with external, objective critique?
Methods
The Mastering Psychiatry Online Portal and web-based mobile application were developed using HTML5 as the core programming language. The online portal and web-based application were launched in July 2012, and usage data and initial perspectives were obtained. The native application was then developed from August 2013 onwards. After their end-of-posting clinical examination, students were recruited to complete a survey questionnaire related to their perspectives on the application. The CASC Feedback Portal and the Déjà vu CASC application was developed between January to April 2014. The postgraduate application was launched online via a forum post.
Results
Our initial analytical results showed that from the inception of the online portal to the time of this study, there were 15,803 views, with 2,109 copies of the online textbook downloaded. A total of 5,895 viewers watched the online training videos from start to finish, and 722 users accessed the mobile textbook application. A total of 185 students participated in the perspective survey, with the majority having positive perspectives about the implementation of a smartphone application in psychiatry. The user perspective survey results showed that a high proportion of students would like an educational psychiatry smartphone application to have the following features: textbook-based content, clinical OSCE videos, and an event notification service. A high proportion of students concurred with the perception that a smartphone application would be helpful in psychiatric education and that a smartphone could be a viable alternative to a textbook. For the post-graduate application, initial utilization data was been obtained, with 57 downloads of the smartphone application, and 225 views of the videos within.
Conclusions
This study is one of the first to demonstrate the use of the internet and smartphones in psychiatric education. Our methods could apply to future research involving the use of technology in education.
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