AimThe aim of this study was to provide evidence of the impact of mobile technologies among healthcare professionals in education and practice settings.DesignIntegrative literature review.MethodsElectronic databases including MEDLINE, CINAHL, PsycINFO, EMBASE, ERIC and Web of Science were searched for papers published between 2002–2012. Quantitative studies were critically evaluated based on Thomas et al.'s framework, while the consolidated criteria for reporting qualitative research was used to appraise the rigour of the qualitative studies.ResultsSeventeen quantitative and three qualitative studies were included. The findings suggest a largely positive influence of mobile technologies on various clinical practice and educational outcomes. However, robust evidence was limited. Use of mobile technologies in health care are associated with improvements in access to information, accuracy and efficiency, evidence‐based decision making at the point of care and enhancement in performance, confidence and engagement in different contexts.

The open educational resource (OER) movement has the potential to have a truly transformative effect on higher education, but in order to do so it must move into the mainstream and facilitate widespread participation in the sharing or creating of resources and in their reuse. To help in this process, experience can be gained from projects and initiatives which have acted as forerunners to this movement. Here we present the experiences gained and lessons learnt from one such project based around the open sharing of reusable learning objects in health sciences education. In particular we share our experiences of reuse, its patterns, measurement, drivers, barriers, and tools designed to balance the pedagogical tensions between use and reuse. Like many in the OER movement we promote an emphasis on the role of community-building. We also argue that in order to produce materials that are worth sharing, value must firstly be placed on developing materials suitable for primary use, including robust evaluation and an alignment to real-world learning needs. Lastly, unlike the prevailing trends in OER we urge a consideration of quality assurance and outline the role that it can play in promoting sharing and reuse.

BackgroundPrevention of childhood obesity is a public health priority. Interventions that establish healthy growth trajectories early in life promise lifelong benefits to health and wellbeing. Proactive Assessment of Obesity Risk during Infancy (ProAsk) is a novel mHealth intervention designed to enable health professionals to assess an infant’s risk of future overweight and motivate parental behaviour change to prevent childhood overweight and obesity. The aim of this study was to explore parents’ and health professionals’ experiences of the overweight risk communication and behaviour change aspects of this mHealth intervention.MethodsThe study was conducted in four economically deprived localities in the UK. Parents (N = 66) were recruited to the ProAsk feasibility study when their infant was 6–8 weeks old. Twenty two health visitors (HVs) used a hand-held tablet device to deliver ProAsk to parents when their infants were 3 months old. Parents (N = 12) and HVs (N = 15) were interviewed when infants in the study were 6 months old. Interview data were transcribed and analysed thematically using an inductive, interpretative approach.ResultsFour key themes were identified across both parent and health visitor data: Engaging and empowering with digital technology; Unfamiliar technology presents challenges and opportunity; Trust in the risk score; Resistance to targeting. Most participants found the interactivity and visual presentation of information on ProAsk engaging. Health visitors who were unfamiliar with mobile technology drew support from parents who were more confident using tablet devices. There was evidence of resistance to targeting infants at greatest risk of future overweight and obesity, and both parents and health visitors drew on a number of reasons why a higher than average overweight risk score might not apply to a particular infant.ConclusionsAn mHealth intervention actively engaged parents, enabling them to take ownership of the process of seeking strategies to reduce infant risk of overweight. However, cognitive and motivational biases that prevent effective overweight risk communication are barriers to targeting an intervention at those infants most at risk.Trial registrationNCT02314494. Date registered 11th December 2014.Electronic supplementary materialThe online version of this article (10.1186/s12889-019-6616-5) contains supplementary material, which is available to authorized users.

This evaluation demonstrates accessibility, acceptability and relevance of internet-based educational animation for typically developing children, and children with a neurodisability aged 6 to 11 years, with positive impact on preparation for MRI. Advances in knowledge: The internet-based educational animation provides a widely accessible tool to support preparation of children for non-sedated MRI.

means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataInterprofessional e-learning and collaborative work : practices and technologies / Adrian Bromage ... [et al.], editors.p. cm. Includes bibliographical references and index. Summary: "This book provides relevant theoretical frameworks and the latest case driven research findings to improve understanding of interprofessional possibilities through e-learning at the level of universities, networks and organizations, teams and work groups, information systems and at the level of individuals as actors in the networked environments"--Provided by publisher. ISBN 978-1-61520-889-0 --ISBN 978-1-61520-890-6 (ebk.) 1. Internet in education. 2. Interdisciplinary approach in education. I. Bromage, Adrian, 1964-LB1044.87.I59 2010 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. iNtRoduCtioNReusable learning objects (RLOs) are small, granular e-learning resources. They generally utilize multimedia elements to engage the learner in a visual and interactive learning experience. They are mostly web-based and increasingly are being offered as open-education resources, which can easily be accessed and used. Screen-shots from some health-related RLOs which have been used with interprofessional groups are shown in Figure 1 As the name suggests, sharing and reusability are important drivers for the RLO model of elearning. This philosophy has obvious resonance with interprofessional learning. At its best, it influences every aspect of the design, creation and delivery of the resources. This includes the types of repositories used, compliance with technical standards to allow interoperability between IT systems and the licensing/copyright models adopted. A robust learning object economy based on sharing of resources between diverse stakeholder groups has long been the vision of many in this field (Gunn, Woodgate & O'Grady, 2005;Weller, 2004). Such an economy offsets the production-costs of high quality, media-rich learning resources, by the number of times they can be reused; by different cohorts on the same AbstRACtThis chapter will review the definition, development and characteristics of reusable learning objects (RLOs) and outline examples of how these resources are meeting the challenges of interprofessional learning. It will discuss the ways in which pedagogy is developed and expressed within RLOs and how this may impact on interprofessionality.