Imperial College London
Alternate

Professor Josip Car

Faculty of Medicine, School of Public Health

Visiting Professor
 
 
 
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Contact

 

+44 (0)20 7594 0799josip.car Website

 
 
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Location

 

326Reynolds BuildingCharing Cross Campus

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Summary

 

Publications

Citation

BibTex format

@article{Lall:2019:10.2196/12895,
author = {Lall, P and Rees, R and Law, GCY and Dunleavy, G and Coti,  and Car, J},
doi = {10.2196/12895},
journal = {J Med Internet Res},
pages = {e12895--e12895},
title = {Influences on the implementation of mobile learning for medical and nursing education: qualitative systematic review by the Digital Health Education Collaboration},
url = {http://dx.doi.org/10.2196/12895},
volume = {21},
year = {2019}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - 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 trainin
AU  - Lall,P
AU  - Rees,R
AU  - Law,GCY
AU  - Dunleavy,G
AU  - Coti,
AU  - Car,J
DO  - 10.2196/12895
EP  - 12895
PY  - 2019///
SP  - 12895
TI  - Influences on the implementation of mobile learning for medical and nursing education: qualitative systematic review by the Digital Health Education Collaboration
T2  - J Med Internet Res
UR  - http://dx.doi.org/10.2196/12895
UR  - https://www.ncbi.nlm.nih.gov/pubmed/30816847
UR  - http://hdl.handle.net/10044/1/67569
VL  - 21
ER  -
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