Mobile Tablet Use among Academic Physicians and Trainees

Abstract

The rapid adoption rate and integration of mobile technology (tablet computing devices and smartphones) by physicians is reshaping the current clinical landscape. These devices have sparked an evolution in a variety of arenas, including educational media dissemination, remote patient data access and point of care applications. Quantifying usage patterns of clinical applications of mobile technology is of interest to understand how these technologies are shaping current clinical care. A digital survey examining mobile tablet and associated application usage was administered via email to all ACGME training programs. Data regarding respondent specialty, level of training, and habits of tablet usage were collected and analyzed. 40 % of respondents used a tablet, of which the iPad was the most popular. Nearly half of the tablet owners reported using the tablet in clinical settings; the most commonly used application types were point of care and electronic medical record access. Increased level of training was associated with decreased support for mobile computing improving physician capabilities and patient interactions. There was strong and consistent desire for institutional support of mobile computing and integration of mobile computing technology into medical education. While many physicians are currently purchasing mobile devices, often without institutional support, successful integration of these devices into the clinical setting is still developing. Potential reasons behind the low adoption rate may include interference of technology in doctor-patient interactions or the lack of appropriate applications available for download. However, the results convincingly demonstrate that physicians recognize a potential utility in mobile computing, indicated by their desire for institutional support and integration of mobile technology into medical education. It is likely that the use of tablet computers in clinical practice will expand in the future. Thus, we believe medical institutions, providers, educators, and developers should collaborate in ways that enhance the efficacy, reliability, and safety of integrating these devices into daily medical practice.

Can Tablet Computers Enhance Faculty Teaching?

“…Our study is among the first to show perceived benefits of providing faculty with tablets to teach. [7][8][9] Prior interventions targeting faculty did not necessarily show sustained perceived usefulness of tablets in teaching. 11 Tablet-based teaching may also have been more feasible in the outpatient setting and critical care units compared with inpatient medical units, although our numbers were small.…”

“…5,6 In addition to enhancing patient care, mobile technology has been used to facilitate education. Medical and allied health schools have provided tablets to students for their education, [7][8][9] with demonstrated acceptance of tablets and increased satisfaction with learning. 10,11 Although learner benefits have been demonstrated, and prior studies have assessed faculty perceptions and experience using technology, 12 there is little evidence on the efficacy of faculty use of tablets to teach residents.…”

The Promise of Information and Communication Technology in Healthcare: Extracting Value From the Chaos

“…Mobile devices are rapidly replacing desktop and laptop computers as portals for health care providers to record and view patient data. 49 As the use of mobile devices and apps continues to expand, we are in the early stages of the use of wearable sensors and monitors (e.g. Fitbit ® , Jawbone ® , etc.).…”

Mobile Device Use in Pharmacy: A Multi-Institutional Study

“…Tablet use, however, appears to have lagged behind smartphones, perhaps because of their more recent introduction to the market. Only 40% of recently surveyed academic physicians and trainees reported using tablets in one study, with only half that number reporting use in a clinical setting [14]. Even fewer pharmacy faculty (30%) and pharmacy students (14%) reported using tablets in clinical practice [13].…”