Forfattere: Lall P, Rees R, Law GCY, Dunleavy G, Cotič Ž, Car J

År: 2019

Kilde: Journal of Medical Internet Research, 21(2):e12895

Sammendrag:

Background: In the past 5 decades, digital education has increasingly been used in health professional education. Mobile learning (mLearning), an emerging form of educational technology using mobile devices, has been used to supplement learning outcomes through enabling conversations, sharing information and knowledge with other learners, and aiding support from peers and instructors regardless of geographic distance. 

Objective: This review aimed to synthesize findings from qualitative or mixed-methods studies to provide insight into factors facilitating or hindering implementation of mLearning strategies for medical and nursing education. 

Methods: A systematic search was conducted across a range of databases. Studies with the following criteria were selected: examined mLearning in medical and nursing education, employed a mixed-methods or qualitative approach, and published in English after 1994. Findings were synthesized using a framework approach. 

Results: A total of 1946 citations were screened, resulting in 47 studies being selected for inclusion. Most studies evaluated pilot mLearning interventions. The synthesis identified views on valued aspects of mobile devices in terms of efficiency and personalization but concerns over vigilance and poor device functionality; emphasis on the social aspects of technology, especially in a clinical setting; the value of interaction learning for clinical practice; mLearning as a process, including learning how to use a device; and the importance of institutional infrastructure and policies. 

Conclusions: The portability of mobile devices can enable interactions between learners and educational material, fellow learners, and educators in the health professions. However, devices need to be incorporated institutionally, and learners and educators need additional support to fully comprehend device or app functions. The strategic support of mLearning is likely to require procedural guidance for practice settings and device training and maintenance services on campus. 

DOI / Lenke: http://dx.doi.org/ 10.2196/12895

Metodisk kvalitetsvurdering:

Denne systematiske oversikten er utarbeidet på en god måte og forfatterne har vært tydelig på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriterier er gjort godt rede for, protokollen ble publisert på forhånd, et PRISMA-diagram dokumenterer de ulike delene av prosessen og de har vurdert kvaliteten på de inkluderte studiene. Kvalitetsvurderingen førte ikke til at noen studier ble utelatt. De har kun inkludert studier som har brukt kvalitativ metode eller mixed methods design, og har brukt tematisk analyse til å analysere dataene. De har inkludert en informativ tabell med sitater på de ulike temaene de har identifisert.