Compliance of Medical Students With Voluntary Use of Personal Data Assistants for Clerkship Assessments

Norman, Geoffrey R.; Keane, David; Oppenheimer, Lawrence

doi:10.1080/10401330802199542

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…A majority of preceptors felt that further faculty development would have been helpful in preparing them for the use of the eClinic Card, their approach to coaching, and providing feedback to students. Cendan et al [18] also found that faculty development was important in introducing mobile workplace-based assessment, and Norman et al [19] found preceptors were unfamiliar with the use of personal digital assistants for workplace-based assessment, and many lacked confidence in the technology. According to Sandars and Dearnley [20], training is essential for all users when introducing mobile work-based assessment and should be provided in a variety of formats (face-to-face and online).…”

Section: Critical Reflectionmentioning

confidence: 99%

“…Several authors have reported the importance of functionality and ease of use with the introduction of mobile workplace-based assessment systems [ 12 , 13 , 18 , 19 ], and recent work [ 21 ] has also confirmed ease of use and intuitiveness of a mobile app to capture data on entrustable professional activities in postgraduate workplace-based assessment [ 20 ]. In our study, students were satisfied with the use of the mobile app and found it dependable and easy to use.…”

Section: Critical Reflectionmentioning

confidence: 99%

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Using mobile technology in assessment of entrustable professional activities in undergraduate medical education

Duggan¹,

Curran²,

Fairbridge³

et al. 2020

Perspect Med Educ

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Background The adoption of competency-based medical education requires objective assessments of a learner’s capability to carry out clinical tasks within workplace-based learning settings. This study involved an evaluation of the use of mobile technology to record entrustable professional activity assessments in an undergraduate clerkship curriculum. Approach A paper-based form was adapted to a mobile platform called eClinic Card. Students documented workplace-based assessments throughout core clerkship and preceptors confirmed accuracy via mobile phones. Assessment scores for the 2017–2018 academic year were collated and analyzed for all core rotations, and preceptors and students were surveyed regarding the mobile assessment experience. Evaluation The mobile system enabled 80 students and 624 preceptors to document 6850 assessment submissions across 47 clinical sites over a 48-week core clerkship curriculum. Students’ scores demonstrated progressive improvement across all entrustable professional activities with stage-appropriate levels of independence reported by end of core clerkship. Preceptors and students were satisfied with ease of use and dependability of the mobile assessment platform; however, students felt quality of formative coaching feedback could be improved. Reflection Our preliminary evaluation suggests the use of mobile technology to assess entrustable professional activity achievement across a core clerkship curriculum is a feasible and acceptable modality for workplace-based assessment. The use of mobile technology supported a programmatic assessment approach. However, meaningful coaching feedback, as well as faculty development and support, emerged as key factors influencing successful adoption and usage of entrustable professional activities within an undergraduate medical curriculum.

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Section: Critical Reflectionmentioning

confidence: 99%

Section: Critical Reflectionmentioning

confidence: 99%

Using mobile technology in assessment of entrustable professional activities in undergraduate medical education

Duggan¹,

Curran²,

Fairbridge³

et al. 2020

Perspect Med Educ

View full text Add to dashboard Cite

show abstract

“…En el primero de ellos, Torre et al [18] mostraron que el uso de estos instrumentos facilita el registro de la información. No obstante, Norman et al [40] no tuvieron éxito siguiendo la misma estrategia; explicaron esta discrepancia por el hecho de que en la experiencia de Torre et al [18], el empleo de las PDA fue obligatorio y los estudiantes sólo completaron dos evaluaciones en cada rotación. Como este número parece insufi ciente para obtener una fi abilidad adecuada, parecía que la PDA no tenía una adecuada fi abilidad en este contexto.…”

Section: Aplicación De La Tecnología Y Otros Ejemplos De Mejoras En Eunclassified

La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicina

et al. 2015

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La historia del Mini Clinical Evaluation Exercise(mini-CEX) empieza a principios de los años setenta, cuando la American Board of Internal Medicine (ABIM) estaba buscando una alternativa a las tradicionales evaluaciones orales de los residentes [1], como consecuencia de los problemas logísticos y de las limitadas propiedades psicométricas de este tipo de evaluaciones. La ABIM organizó un grupo de La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicinaJosep E. Baños, Carmen Gomar-Sancho, Elena Guardiola, Jordi Palés-ArgullósResumen. En los últimos años se recomienda el uso de instrumentos que evalúen la adquisición de habilidades clínicas en el contexto de la práctica clínica. Entre los instrumentos más recomendados se encuentra el Mini Clinical Evaluation Exercise (mini-CEX), desarrollado inicialmente para la evaluación de médicos residentes, y que ha demostrado una buena fi abilidad y validez. Aunque se ha utilizado en estudiantes de medicina, no se dispone de un análisis completo de la experiencia acumulada. Para la presente revisión se realizó en septiembre de 2014 la búsqueda de los artículos indizados en Medline, Embase, Biosis Previews y Current Contents. Se seleccionaron aquellos artículos que incluían los términos 'mini clinical evaluation exercise', 'mini-CEX' o 'mcex'. Tras la eliminación de los duplicados se obtuvo un total de 168 artículos. Se revisaron los que se referían al uso del mini-CEX en estudiantes de medicina (n = 34) y se analizaron a fondo aquellos que contenían datos empíricos (n = 21). Los estudios llevados a cabo en estudiantes de medicina confi rman que el mini-CEX es un instrumento útil y factible para evaluar las habilidades clínicas de los estudiantes de medicina y que posee propiedades psicométricas adecuadas en términos de validez y fi abilidad. Asimismo, es bien aceptado por estudiantes y tutores y puede ser usado tanto con fi nalidades formativas como sumativas. La importancia de dar un feedback adecuado y la concordancia de las puntuaciones de los tutores son los puntos más críticos en la implementación del mini-CEX en estudiantes de grado. Competing interests:None declared. © 2015 FEM Use of Mini Clinical Evaluation Exercise (mini-CEX) in medical studentsSummary. In recent years the use of work-based assessments has been increasingly recommended to evaluate clinical skills, as they allow for the evaluation of performance in the context of clinical practice. Among these tools, one of the most recommended is the Mini Clinical Evaluation Exercise (mini-CEX). This method was developed to be used in physicians-in-training and has good reliability and validity properties. Even when mini-CEX has also been used in medical students, a review of its value in undergraduates is lacking. This review is mainly based on a search of the articles indexed in Medline, Embase, Biosis Previews or Current Contents databases in September 2014. References were selected for articles which included the following terms: 'mini clinical evaluation exercise', 'mini-CEX'...

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“…In October 2010, another study showed that 85% of all American adults, 96% of those were aged 18-29 years, and 90% of those aged 30-49 years own a cell phone (Smith 2010a). Work has previously been done looking at the trends of handheld computing and mobile device use in graduate medical education (Barrett et al 2004;Sutton et al 2004;Mattana et al 2005;Khan et al 2007;Morris et al 2007), with undergraduate medical students (Grasso et al 2005;Kho et al 2006;Kennedy et al 2008;Norman et al 2008;Chatterley & Chojecki 2010;Ferenchick et al 2010;Lasserre et al 2010), and the health care setting (Garritty & El Emam 2006;Ranson et al 2007;Trelease 2008;Evans & Stacey 2009). Looking specifically at medical students, Grasso et al (2005) surveyed preclinical and clinical medical students and found that the clinical students used drug references and medical calculators on their handheld device.…”

Section: Introductionmentioning

confidence: 99%

Third-year medical students’ knowledge of privacy and security issues concerning mobile devices

2012

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Background: The use of mobile devices are ubiquitous in medical-care professional settings, but information on privacy and security concerns of mobile devices for medical students is scarce. Aims: To gain baseline information about third-year medical students' mobile device use and knowledge of privacy and security issues concerning mobile devices. Methods: We surveyed 67 third-year medical students at a Midwestern university on their use of mobile devices and knowledge of how to protect information available through mobile devices. Students were also presented with clinical scenarios to rate their level of concern in regards to privacy and security of information. Results: The most used features of mobile devices were: voice-to-voice (100%), text messaging (SMS) (94%), Internet (76.9%), and email (69.3%). For locking of one's personal mobile phone, 54.1% never physically lock their phone, and 58% never electronically lock their personal PDA. Scenarios considering definitely privacy concerns include emailing patient information intact (66.7%), and posting de-identified information on YouTube (45.2%) or Facebook (42.2%). Conclusions: As the ease of sharing data increases with the use of mobile devices, students need more education and training on possible privacy and security risks posed with mobile devices.

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Compliance of Medical Students With Voluntary Use of Personal Data Assistants for Clerkship Assessments

Cited by 4 publications

References 13 publications

Using mobile technology in assessment of entrustable professional activities in undergraduate medical education

Using mobile technology in assessment of entrustable professional activities in undergraduate medical education

La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicina

Third-year medical students’ knowledge of privacy and security issues concerning mobile devices

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