tablet technology in medical education in south africa: a mixed methods study - touch screen smart table

by:ITATOUCH     2020-03-17
tablet technology in medical education in south africa: a mixed methods study  -  touch screen smart table
The purpose of this study was to determine the use of mobile devices by learners of selected medical schools.
The distribution of mobile devices is the first initiative implemented by our college.
Design a mixed method using a questionnaire including an open questionnaireEnd and end-
The issue of open-ended membership is analyzed from 179 (60 male; 119 female)
A second-year medical student enrolled in an anatomy course. Open-
By identifying urgent ideas and concepts, the problem of closing was analyzed using the topic method. Close-
The end of the problem was analyzed using spss v. 21. 0.
Set up and participants in a medical school in South Africa second grade medical students.
As a result, there are three themes, namely (a)
Mobile device participation ,(b)
Advantages and (c)
Challenges affecting the use of mobile devices.
Most learners access their tablets for class notes;
More women tend to use these devices compared to men.
The challenges experienced include poor wifi connection inside and outside the university campus;
Some students are not interested in the idea of mobile devices and prefer traditional teaching methods.
Conclusion The Learners of our university have adopted mobile devices.
The technical use outlined relates to the intention of Eraut informal learning.
The integration of tablets into the classroom has had a positive impact on students' access to course materials.
Objective the purpose of this study was to determine the use of mobile devices by learners of selected medical schools.
The distribution of mobile devices is the first initiative implemented by our college.
Design a mixed method using a questionnaire including an open questionnaireEnd and end-
The issue of open-ended membership is analyzed from 179 (60 male; 119 female)
A second-year medical student enrolled in an anatomy course. Open-
By identifying urgent ideas and concepts, the problem of closing was analyzed using the topic method. Close-
The end of the problem was analyzed using spss v. 21. 0.
Set up and participants in a medical school in South Africa second grade medical students.
As a result, there are three themes, namely (a)
Mobile device participation ,(b)
Advantages and (c)
Challenges affecting the use of mobile devices.
Most learners access their tablets for class notes;
More women tend to use these devices compared to men.
The challenges experienced include poor wifi connection inside and outside the university campus;
Some students are not interested in the idea of mobile devices and prefer traditional teaching methods.
Conclusion The Learners of our university have adopted mobile devices.
The technical use outlined relates to the intention of Eraut informal learning.
The integration of tablets into the classroom has had a positive impact on students' access to course materials.
Over the past decade, the introduction of new technologies has changed many aspects of our culture, business, communication and education.
Mobile computing devices such as tablets, iPhones and iPads have been quickly implemented in many countries, leading to information acquisition in ways that were previously impossible.
Starting with a brief description of mobile learning, this paper proposes that the increasing use of mobile technology in universities is the latest trend that forces educators to assess their merits.
Mobile learning is defined as "any type of learning carried out in the learning environment and space that takes into account the mobility of technology, the mobility of learners and the mobility of learning ".
With the development of mobile technology, it creates new opportunities for improving the learning experience of education students at all levels.
"Mobile technology can support learners to engage in creative, collaborative, critical and communicative learning activities," reported Cobcroft et 4 ".
Traxler5 further emphasizes that mobile learning provides a unique opportunity to support personalized, real and situational learning, thus facilitating a wide range of teaching methods.
The increasing use of mobile technology in colleges and universities is the latest trend forcing educators to assess their strengths and the School of Health Sciences (CHS)
A visual learning program has been implemented at our university, and more than 1400 health science students have received a new Proline tablet PC (PCs).
This technology is the first in South Africa to provide such a platform to broadcast lectures live and record lectures for future lecturesdemand viewing.
According to the university's information technology department, "The Live lecture stream includes an interactive classroom where students can ask questions to lecturers electronically and students can answer questions, conduct surveys and polls from their seats or remote areas in the classroom.
The management of the college said that this new solution provides an exciting opportunity for international lecturers to give lectures to student groups.
This new technology will enable lecturers to reach more remote areas of the university community, proving that this is particularly beneficial to CHS students when meeting the clinical service requirements of the degree ".
Mobile Learning provides students and teachers with a unique opportunity to access information instantly, regardless of location.
7 The main advantages of using tablet technology include the view that using software applications to enhance creative and critical thinking and encourage greater interaction between students and teachers.
The benefits of using a tablet also include reducing paper usage and reducing textbook costs as students choose an electronic version of the text.
Using tablets in academic programs creates a positive educational experience.
9 miller10 reports that tablets have apps as learning aids and productivity tools for students, and students can also use the "apps" to help create learning flash cards, includes retrieving and editing documents on "Google Docs" for jobs.
There are thousands of apps, some of them are free, and some require paid subscriptions.
These applications have a wide range of categories and are tailored to specific medical disciplines such as Medscape, medical tools, anatomical profiles of Gray, medical abbreviations, medical manuals of Harrison, etc, anatomy Learning 3d Atlas, MediApp, recovery, iGyno and O & G apps.
In addition, some authors elaborate on the design of the tablet computer combined with the electronic
Reading features with web browsing features, as well as a variety of applications that facilitate the integration of information by providing information easily, including creating richer course notes.
11 12 ellaway13 divides the mobile use of medical learners into four groups, namely (a)logistics (
When learners use their devices for personal information management such as email and texting); (b)personal (
When learners use their devices for social and entertainment purposes such as social media and games; (c)
Learning Tools (
When learners use their devices for learning tasks, such as taking notes and (d)
Learning content (
When learners use their devices as sources of information, such as checking for drug interactions.
Later in this article, this classification will use a framework to represent the data.
Anatomy in higher education is an integral part of any medical degree.
In the anatomy course, students are required to have a comprehensive and complex understanding of basic anatomy and then apply this information to clinical care.
Anatomy requires students to learn a large number of ancient languages based on terminology, including muscle name, origin, insertion, joints, connecting tissues and cells, microanatomy, and large body anatomy.
Traditionally, students use the method of rote learning or surface learning and point out in previous literature that anatomy is "boring, hard, boring.
15 16 the nature of anatomy education has changed significantly over the past decade, as a new generation of students learn differently from the past, and advances in anatomy imaging and programming have surged.
Today's medical students are the product of an "interactive generation.
Generation 17 learners (
Sometimes called digital natives)
Defined as individuals whose development is infused with technology, these individuals have extensive experience in digital exploration, gaming and communication, and claim to be good at Users
Friendly digital devices.
18 19 the anatomy teaching of Medical College is traditionally based on the use of human body specimens, either taking whole body specimens for complete anatomy or as a specimen to be prosecuted.
Over the past decade, debates have been heated about teaching through traditional teaching methods of autopsy with computers and more innovative ways.
Those who advocate the preservation of this traditional way of learning (the so-
Known as a "traditionalist"
Cite the value of the corpse experience.
22-24 those who consider this practice redundant defend their position by pointing out recent technological advances (the so-
Known as "modern man ").
The body of our university on the 25-27 th
The learning-based content includes the actual anatomy of the body by medical students under the supervision of qualified tutors, as well as the study of the prosecuted samples in which the various structures in the human body have been skilled
It is with this literature review in mind that the research questions involved in this study are: How far does medical trainees use mobile devices?
What information is usually and specifically accessed about anatomy education?
Anatomy in higher education is an integral part of any medical degree.
In the anatomy course, students are required to have a comprehensive and complex understanding of basic anatomy and then apply this information to clinical care.
Anatomy requires students to learn a large number of ancient languages based on terminology, including muscle name, origin, insertion, joints, connecting tissues and cells, microanatomy, and large body anatomy.
Traditionally, students use the method of rote learning or surface learning and point out in previous literature that anatomy is "boring, hard, boring.
15 16 the nature of anatomy education has changed significantly over the past decade, as a new generation of students learn differently from the past, and advances in anatomy imaging and programming have surged.
Today's medical students are the product of an "interactive generation.
Generation 17 learners (
Sometimes called digital natives)
Defined as individuals whose development is infused with technology, these individuals have extensive experience in digital exploration, gaming and communication, and claim to be good at Users
Friendly digital devices.
18 19 the anatomy teaching of Medical College is traditionally based on the use of human body specimens, either taking whole body specimens for complete anatomy or as a specimen to be prosecuted.
Over the past decade, debates have been heated about teaching through traditional teaching methods of autopsy with computers and more innovative ways.
Those who advocate the preservation of this traditional way of learning (the so-
Known as a "traditionalist"
Cite the value of the corpse experience.
22-24 those who consider this practice redundant defend their position by pointing out recent technological advances (the so-
Known as "modern man ").
The body of our university on the 25-27 th
The learning-based content includes the actual anatomy of the body by medical students under the supervision of qualified tutors, as well as the study of the prosecuted samples in which the various structures in the human body have been skilled
It is with this literature review in mind that the research questions involved in this study are: How far does medical trainees use mobile devices?
What information is usually and specifically accessed about anatomy education?
The purpose of this exploratory study is to determine how learners of selected medical schools use their mobile devices, as this is a unique initiative implemented by the college.
Materials and methods combined with quantitative and qualitative methods were selected to design a hybrid method research design to guide our investigation and produce the data needed to meet the objectives of this study.
Research attempts to explore how learners in selected medical schools use their mobile devices.
The course for the second year consists of 257 medical students enrolled in the anatomy course.
Of these, only 179 students (60 male; 119 female)
Choose to participate in this study (69.
Response rate 6%).
The anatomy teaching model consists of lectures and practical courses on various regional anatomy topics.
There are five such topics every year, each of which is in 8-week period.
Each topic has a total of about 49 hours of lectures and 19 hours of practical lessons.
The students were informed of the study and their voluntary and anonymous participation was formally agreed.
By clearly explaining the objectives of the study while obtaining the participants' informed consent, any possibility of participant bias was eliminated.
There were no specific exclusion criteria and no participants withdrew from the study.
Obtaining the ethical approval of the ethics committee of university biomedical research (BE386/15).
This study used a questionnaire containing structured and free response programs to obtain quantitative and qualitative information about students' use of mobile devices (
Supplementary Appendix).
Questions 1 and 2 asked all respondents about their previous exposure to mobile devices.
Question 3 focuses on the knowledge of students participating in the college program.
Question 4-9 focuses on the type, frequency and location of use of tablets, including the preferred method for learning anatomy.
Question 10 involves Internet connection.
Questions 11-13 and 15 asked respondents what they thought about accessing the anatomy using a tablet.
Question 14 asked a general question related to the application accessed by the student.
Supplementary Document 1 [SP1. pdf]
A questionnaire survey was conducted before the data analysis class and was assigned 20 minutes to complete. The open-
The two authors analyzed the problem of the end (LL and RS)
Using a thematic approach, identify urgent ideas and concepts expressed by participants.
When the author instinctively participates in the data, the keywords, phrases, and/or descriptions of the participants are recorded.
Note the convergence and differences in data, leading to the development of topics emerging initially.
The topics were further inquired and developed with reference to the participant's original words, and also included the author's collective interpretation. The close-
The end problem was statistically analyzed using spss v. 21. 0 (SPSS).
Use Pearson's X2 test to calculate the frequency table and descriptive statistics to test the quantitative data of the comparison of the classification variables. A p value of
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