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Expert in my pocket: a mobile-enabled repository of learning resources for the development of clinical skills in student health professionals
Abstract

Expert in my pocket: a mobile-enabled repository of learning resources for the development of clinical skills in student health professionals

Florin I Oprescu, Bill Lord, Nigel Barr, Terri Downer, Irene Visser and Margaret McAllister
2014 International Consortium for Educational Development Book of Abstracts, p.412
International Consortium for Educational Development (ICED) Conference: Educational Development in a Changing World, 2014 (Stockholm, Sweden, 16-Jun-2014–18-Jun-2014)
2014
url
http://www.iced2014.se/docs/ICED2014%20abstracts.pdfView
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Abstract

Other Education clinical teaching health sciences information and communication technology skills development Video
Many education researchers, including those in the health and social care professions, see the potential of wireless mobile devices for large-scale impacts on learning because of their portability, low cost and array of communication features. However, technology alone does not guarantee a quality learning experience and it must be used "in theoretically [pedagogically] sound ways" and "by the student rather than the teacher" (Herrington & Kervin 2007 p. 219)". Its use must be underpinned by appropriate educational design principles. Studies have shown that student nurses and paramedics benefit from m-learning through improved lecturer and peer support, better access to information and resources, and the ability to record and reflect on their clinical experiences in real time (Dearnley et al., 2009; Taylor et al., 2006; Williams & Bearman, 2008). Student health professionals must become competent in many psychomotor skills such as pulse-taking, clinical examinations, intravenous cannulation and giving injections. These skills are traditionally learned in training laboratories with mannequins or via multimedia artefacts such as presentation slides, images and 'offline' videos. From the student's perspective, the artefacts commonly have a 'non-authentic' feel, may be from a wide-angle or distant view, or use still images or drawings. Videos can facilitate narrative visualisation, dynamic modelling, simulation and observational learning, which may produce teaching and learning outcomes superior to those of text-based options (Shephard, 2003). We would like to propose a round table discussion about our experience with first person point of view videos for clinical skills development. The discussion will cover theoretical and practical considerations, learnings from teachers' perspective and student responses to this educational approach. For example, our project indicate the first person point of view video resources could (1) alleviate pressure on staff by being available for use 'just-in-time', in convenient locations and without an educator present; (2) provide a more effective way for students to learn essential clinical psychomotor skills (3) aid skills acquisition during clinical placements or work integrated learning; (4) enable students to prepare in advance for simulation activities to improve learning outcomes; and (5) form part of the teacher's toolkit to improve the quality of in-class teaching

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