Transforming traditional learning in orthopaedics using mobile technology for delivery of education and training
The role of mobile applications in medical education is gaining momentum due to the rise of digital natives. Hence, there is a need to bridge the use of mobile technology and traditional education to support the undergraduate orthopaedic training in our institution particularly in the perspective of...
| Main Authors: | , , , , , |
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| Format: | Conference or Workshop Item |
| Language: | English English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/50702/ http://irep.iium.edu.my/50702/3/ORTHOBOARDii.pdf http://irep.iium.edu.my/50702/8/IMEC_2016.pdf |
| Summary: | The role of mobile applications in medical education is gaining momentum due to the rise of digital natives. Hence, there is a need to bridge the use of mobile technology and traditional education to support the undergraduate orthopaedic training in our institution particularly in the perspective of Islamic medical practice. The use of mobile technology will foreseeably increase the students’ performance in term of practical skills, interpersonal communication and self-directed learning.
A mobile app, OrthoBoard, was created with web technology designed to run on multiple platforms. The content consisted of Basic Orthopaedic Skills (BOSC), Basic Trauma and Resuscitation Skills (BTRC) and Islamic Input in Orthopaedic (IIIO). The BOSC and BTRC sections contained information on different aspects of practical orthopaedic skills and knowledge, basic concepts of trauma and resuscitation respectively. The IIIO section introduced the basic Islamic concept in medical practice and methods of performing prayers for hospitalised patients. Two cohorts of fourth-year medical students were included, where the mobile app was used as an intervention tool in one group. Mini-CEX assessment was used to gauge the students’ performance and Mobile Application Rating Scale was used to assess their perception of the app.
Fifty-seven students were assessed, 33 in the pre-intervention and 24 in the post-intervention group. Analysis showed that the post-intervention group performed consistently better in the mini-CEX assessment in the area of history taking, physical examination, communication, organization and clinical care (p < 0.05). Overall, 74% of the students perceived that the app was good or excellent and will continue to use the app to benefit their study.
This mobile app is unique as it caters specifically to our orthopaedic curriculum and the first app to integrate Islamic medical curriculum. Ultimately, we hope to make medical education engaging, fun and dynamic for the medical students. |
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