A Review of the Use of Handheld Computers in Medical Nutrition

2010 IEEE 24th International Conference on Advanced Information Networking and Applications Workshops

Win

Fulcher

2010

This paper explores the feasibility of incorporating personal digital assistants (PDAs) into problem-based learning (PBL) approach in medical education. Method: Database searched was conducted by using relevant keywords. From 1,317 relevant journal articles, 489 articles (37%) are related to the use of PDAs in medical settings, medical education and aspects regarding PDA use in both areas. The appropriate materials were input into NVivo 7 for analysis. Results: Five PDA functionalities (clinical-log, reference, personal information management, communication and special functions) and 8 factors (data security and information privacy, interoperability, scalability and network connectivity, education and training, technology comfort, electromagnetic interference, social acceptance, and maintenance and support) for the incorporation of PDAs into PBL-medical curriculum were identified. Conclusion: A little is known whether PDAs can be incorporate at the beginning of medical study in particular to a PBL-medical curriculum at the University of Wollongong (UOW). Therefore the further study is to determine whether PDAs, their functionalities and influence factors are feasible to deploy into medical education and how possible they can be incorporated to medical education at the UOW. Disciplines Physical Sciences and Mathematics

Section: ) Electronic Clinical-logmentioning

confidence: 99%

“…Such software applications are available in both freeware and commercial software form. PalmOS has some weaker drawbacks regarding interoperability, maintenance and support [6].…”

Section: C) Pda Platformsmentioning

confidence: 99%

A Feasibility of Incorporating PDAs into Problem-Based Learning Approach to Medical Education: An Overview

2010 IEEE 24th International Conference on Advanced Information Networking and Applications Workshops

Win

Fulcher

2010

“…Using clinical-log can facilitate students in learning medicine as a self-assessment tool [10] whether using either pen-and-paper or electronic clinical-log [2,3,5]. This is because it allows students to react and reflect upon their clinical experiences being encountered, determine their learning gap and identify their learning outcomes and learning needs.…”

Section: Facilitate Students In Identifying the Learning Gapmentioning

confidence: 99%

The deployment of PDA accessible clinical-log for medical education in PBL-approach

Proceedings of the 2nd International Conference on Interaction Sciences: Information Technology, Culture and Human

Win

2009

This study was undertaken to determine the important features, advantages and disadvantages of PDA-based/web-based clinicallog for PBL-based medical curriculum at the Graduate School of Medicine, University of Wollongong for the incorporation of personal digital assistants (PDAs) in the future. Method: The indepth interviews were designed and conducted with medical faculty, clinicians and medical education technology specialists. Results: Four major features, benefits and limitation of PDAbased/web-based clinical-log were identified. Conclusion: PDAbased/web-based clinical-log is a vital learning tool to be incorporated as a in PBL-medical curriculum in particular while offsite.

“…ERSONAL digital assistants (PDAs) were first used in the 1990s [1][2][3]. Nowadays PDAs have become generic devices, which are commonly used in society in both a personal and professional sense because they are affordable and portable [4].…”

Section: Introductionmentioning

confidence: 99%

Considerable factors of incorporating PDAs to medical education

2011 International Conference on Information Technology Based Higher Education and Training

2011

Personal digital assistants (PDAs) have become a popular tool among physicians and medical trainees. PDAs are used for various purposes by healthcare professions and students. However most of these users are physicians, and the devices assist them in patient tracking, documentation, clinical decision making in order to decrease the number of adverse events and enhance their learning. PDAs seem to be a valuable tool in both the medical profession and education. However, the influence factors for incorporating PDAs into medical curriculum have yet to be evaluated and determined. Therefore there is a need to conduct this study for the incorporation of PDAs to medical education. Aim: The purpose of this study is to address potential factors which may impact the incorporation of PDAs to medical education, including data security and information privacy, interoperability, scalability and network connectivity, education and training, familiarity of using PDAs (technology comfort), electromagnetic interference, social acceptance, maintenance and support and other relevant aspects. Now, the evidence in the literature is much less definite as to whether such factors may affect the incorporation of PDAs to medical education. Methods: The qualitative in-depth interviews were used to explore the attitudes of participants regarding the incorporation of PDAs into medical curriculum. The semi-structured interview questions were formulated based on the two-phase literature reviews and scoping study. Results: Two major aspects for the incorporation of PDAs into the PBL-medical curriculum at the UOW were determined from the interviews, these being technical and practical aspects. Considerable factors in IT aspect are data security and information privacy, data transmission and network connectivity, maintenance and support and interoperability among different PDA platforms. The practical aspects comprise three major components, which may influence the incorporation of PDAs into medical curriculum, these being, education and training, electromagnetic interference and social acceptance, respectively. Conclusion: Factors to be considered before incorporating PDAs into medical education have been identified. What has yet to be determined is the strategy for incorporating of these devices into PBL-context, what necessary information for students should be carried on their PDAs, what information would be suitable for students in evidence-based medicine, how to ensure that incorporation of PDAs provides students and medical faculty effective learning given the attendant financial and resource implications.