With the quantity of medical knowledge increasing, no one doctor nor medical student can be expected to remember everything, a problem that is in part solved by mobile technology. The tablets and smartphones of today provide learners with easy access to massive amounts of medical information and educational resources.
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To achieve the full potential of digitalisation in clinical courses, their use should be developed collectively with students. Both students and teachers were concerned about using these devices with patients. ConclusionsĬlinical teachers need support and training to implement a learning environment and assignments appropriate for mobile devices. Teachers seldom communicated suitable quality medical applications to students.
They reported negative attitudes towards mobile device use in the clinical setting and were hesitant to use them in patient contact. Students evaluated their own ability to use the iPad as good or excellent and teachers’ skills as relatively poor and wanted more digitally tailored assignments. Response rates ranged from 67.5 to 90.8%. The data were collected with online surveys among three consecutive student cohorts and the distributions of closed-ended questions analyzed. We examined how students evaluated their own and the clinical teachers’ ability to use the iPad, how the study assignments fit into digital learning, and how students used the mobile device with patients. The aim of the study was to identify the hurdles for adopting mobile devices at the beginning of the clinical courses. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical students entering their clinical courses. Since 2013, we have followed the study use of iPads among medical students. Mobile devices provide medical students with easy access to medical information and educational resources.
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