Ipad使用对儿科医学生学习和病人护理的影响

R. Riss, A. Manguvo, J. Quaintance, M. Radhi, Maria Dycoco
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引用次数: 2

摘要

背景和目的:移动技术的出现刺激了医学教育从传统方法到移动教学的学术转变。本研究调查了医学生目前和预期的iPad使用情况,以及iPad对他们学习和病人护理的影响。调查的最终目的是改进今后的执行进程。方法:在23台ipad上加载了应用程序,包括Cerner Citrix Receiver、题库、复习文本、DynaMed和包含文员课程的iTunes U应用程序。58名学生在儿科轮转期间使用了ipad,并在完成后填写了一份调查问卷。描述性统计是从定量回答中产生的,而专题分析用于从定性回答中总结观点。采用探索性混合方法整合定性和定量研究结果。使用t检验来确定差异使用作为先前iPad所有权和经验的函数。结果和结论:学生不同程度地使用ipad访问题库、教学和复习课文、进行互联网搜索和监测患者信息。与其他电子和印刷资源相比,ipad的使用率最高,因为它具有便携、方便、即时访问、增强专业行为和时间管理等优点。受访者提出了其他可以使用ipad进行轮换的领域。这凸显了我们需要将iPad计划扩展到学习的其他方面。考虑到之前的iPad拥有量和使用经验并不能决定使用的差异,观察到的iPad使用的可变性仅仅表明了基线需求的多样性。
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Ipad Usage and Impact on Pediatric Medical Students’ Learning and Patient Care
Background and Aims: The advent of mobile technologies has stimulated an academic shift in medical education from traditional methods to mobile teaching and learning. This study investigated medical students’ current and anticipated iPad usage as well as perceived impact of iPads on their learning and patient care. The ultimate purpose of the inquiry was to improve future implementation processes. Methods: Twenty-three iPads were loaded with applications including Cerner Citrix Receiver, question banks, review texts, DynaMed, and the iTunes U application that contained clerkship curriculum. Fifty-eight students used the iPads during a Pediatrics rotation and filled out a survey upon completion. Descriptive statistics were generated from quantitative responses while thematic analysis was used to summarize ideas from qualitative responses. An exploratory mixed methods approach was used to integrate qualitative and quantitative findings. T-tests were used to determine differential usage as a function of prior iPad ownership and experience. Results and Conclusions: Students variably used iPads to access question banks, didactics and review texts, conduct internet searches, and monitor patient information. IPads were most used compared to other electronic and print sources with cited advantages of portability, convenience, instant accessibility, enhancement of professional conduct, and time management. Respondents proposed other areas in which iPads could be used in the rotation. This highlighted the need to expand our iPad initiative to cover other aspects of learning. Given that prior iPad ownership and experience did not determine differences in usage, the observed variability in iPad usage suggests mere diversity of baseline needs.
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