A Cardiology Handbook App to Improve Medical Education for Internal Medicine Residents: Development and Usability Study

Torabi, Asad J.; Khemka, Abhishek; Bateman, Pantila V

doi:10.2196/14983

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…Three articles presented mobile applications (apps), designed to be downloaded onto a handheld device and accessed on-the-go and one utilised mobile phones to deliver remote teaching and assessment ( Al-Jundi et al ., 2017 ; Torabi, Khemka and Bateman, 2020 ; Bhatheja et al ., 2018 ; Brewer et al ., 2016 ). Apps included a cardiology handbook and two surgical training skills apps, designed as supplemental teaching to improve learning experiences.…”

Section: Resultsmentioning

confidence: 99%

Medical Education in a Post COVID-19 era – remote teaching methods for cardiovascular knowledge and skills

Bridgwood¹,

Sabbagh²,

Houghton³

et al. 2021

MedEdPublish

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This article was migrated. The article was marked as recommended. Introduction As traditional clinical teaching faces major obstacles during the COVID-19 pandemic, medical educators look toward remote teaching methods to provide solutions to allow continuation of teaching. Remote methods, teaching delivered other than face-to-face, align with the transformation seen within pedagogy over the last 20 years. Aim The aim of this scoping review was to i) identify existing teaching methods available to remotely teach cardiovascular knowledge or skills and ii) identify if they have been evaluated. Methods A scoping review of the literature was undertaken to synthesise available evidence and examine remote teaching methods for application to undergraduate medical education. Results Forty-two articles were identified which presented remote teaching methods using either teaching based online, computer-programs, digital resources, mobile-phone technology, podcasts, serious gaming, social media or resources to aid self-directed learning. Although results were heterogenous, they gave an indication of the method’s usefulness. However, evaluations were not consistent and if they were, would have strengthened the value of the findings. Conclusion Various remote teaching methods are available to replace face-to-face cardiovascular teaching where this is not possible. Evidence for effectiveness and engagement of individual platforms are variable. Given the ongoing COVID-19 pandemic, medical educators should prioritise ongoing evaluation of remote teaching methods and share best practice.

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Section: Resultsmentioning

confidence: 99%

Medical Education in a Post COVID-19 era – remote teaching methods for cardiovascular knowledge and skills

Bridgwood¹,

Sabbagh²,

Houghton³

et al. 2021

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…Numerous fields of education have widely used computer devices and mobile applications. Some studies have indicated the improvement of the learning experience through various forms of technology, such as digital handbook apps, mobile learning, computer device, and gamification [1][2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

“…The collaboration model could also improve the experience. Then, the available resources could lead to further curiosity [3]. The availability of good Internet access might be an issue in mobile learning.…”

Section: Introductionmentioning

confidence: 99%

Forensica Application as Learning Media on Forensic

Arfianti Wiraagni,

Gizela,

Firdaus

et al. 2023

IJMTFM

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Background: Time of death estimation is crucial to help investigators to solve a case. In this study, Forensica application, version 4, an android-based mobile phone application was developed as a tool to educate and calculate the time of death estimation. This study aimed to compare the level of knowledge between medical students that studied using the application and textbook. Methods: Both groups had the same study duration and answered the same questions. Participants had then filled out a questionnaire about the Forensica. Results: Statistical analysis shows that gender differences do not result in significant differences. The mean of the post-test result shows significant improvement (P=0.00) in both groups when compared to the pre-test result. Conclusion: The result shows that generally, the respondents feel that learning with Forensica was easier, faster, more fun, more practical, and more exciting than learning compared with textbooks. Thus, Forensica application can be a better learning method alternative to textbooks that is easier, faster, more fun, more practical, and more exciting.

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