Physical Medicine and Rehabilitation Resident Use of iPad Mini Mobile Devices

Niehaus, William; Boimbo, Sandra; Akuthota, Venu

doi:10.1016/j.pmrj.2015.01.017

Cited by 8 publications

(6 citation statements)

References 15 publications

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“…As another part of the culturally evolving use of personal technologies, mobile devices, smartphones, and tablets have had widespread adoption for general use due to popular demand (Wallace et al, ; Hardyman et al, ; Zickuhr and Rainie, ). However, sparse early evidence suggests that their varied applications in different disciplinary and health sciences curricular contexts may be more or less successful for enhancing learning in specific contexts (Barrett et al, ; Alegria et al, 2014; Lumsden et al, ; Niehaus et al, ). This may depend on a number of variables, including design comprehensivity and ease of use of software, the importance of mobile learning components in a specific curricular element (class or clinical setting), and individual student learning styles and preferences.…”

Section: Discussionmentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

200

163

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Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

200

163

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“…Mobile tablet devices enable instant availability of a wealth of medical information and literature. These benefits have been reported in outside studies with Graduate Medical Education programs who have found the use of mobile tablet devices to increase access and utilization of medical journal, electronic textbooks, and didactic materials [9,[11][12][13]. This may be in part to the proclivity for technology of the 'millennial' generation, however comparative adoption to older provider cohorts has yet to be completed [14].…”

Section: Discussionmentioning

confidence: 91%

“…A study from the Internal Medicine Residency program at Columbia University demonstrated that there may be direct benefits to patient care with the use of tablets during bedside rounds notably as a non-disruptive means to access the most current patient data [8]. Another recent study with Physical Medicine & Rehabilitation residents provided with small tablets found that providing tablets increased access to e-mail, educational material, and medical journals as well as the frequency of residents completing tasks associated with their training such as duty hours or procedures logging [9]. These examples are just three of many other initiatives using mobile devices at point-of care.…”

Section: Introductionmentioning

confidence: 99%

Utility of Daily Mobile Tablet Use for Residents on an Otolaryngology Head & Neck Surgery Inpatient Service

et al. 2015

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The objective of this study was to investigate the utility of electronic tablets and their capacity to increase hospital floor productivity, efficiency, improve patient care information safety, and to enhance resident education and resource utilization on a busy Otolaryngology - Head & Neck Surgery inpatient service. This was a prospective cohort study with a 2-week pre-implementation period with standard paper census lists without mobile tablet use, and a 2-week post-implementation period followed with electronic tablets used to place orders, look up pertinent clinical data, educate patients as appropriate, and to record daily to-dos that would previously be recorded on paper. The setting for the study was Duke University Medical Center in Durham, North Carolina, with 13 Otolaryngology residents comprising the study population. The time for inpatient rounding was shorter with the use tablets (p = 0.037). There was a non-significant trend in the number of times a resident had to leave rounds to look up a clinical query on a computer, with less instances occurring in the post-implementation study period. The residents felt that having a tablet facilitated more detailed and faster transfer of information, and improved ease of documentation in the medical record. Seventy percent felt tablets helped them spend more time with patients, 70 % could spend more time directly involved in rounds because they could use the tablet to query information at point-of-care, and 80 % felt tablets improved morale. The utility of a mobile tablet device coupled with the electronic health record appeared to have both quantitative and qualitative improvements in efficiency, increased time with patients and attendance at academic conferences. Tablets should be encouraged but not mandated for clinical and educational use.

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“…Also, a group of 12 residents/fellows in various medical fields who were provided tablets reported that the portable device tended to contribute to increased clinical efficiency, reduced hours spent on administrative tasks, and enhanced educational opportunities for residents [50]. A cohort of 12 physical medicine and rehabilitation residents reported that after receiving a tablet computer, they had easier access to e‐mail, medical journals, and presentation material [51].…”

Section: Technology Applications In Residency Educationmentioning

confidence: 99%

Informatics and Technology in Resident Education

Niehaus

2017

PM&R

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Biomedical or clinical informatics is the transdisciplinary field that studies and develops effective uses of biomedical data, information technology innovations, and medical knowledge for scientific inquiry, problem solving, and decision making, with an emphasis on improving human health. Given the ongoing advances in information technology, the field of informatics is becoming important to clinical practice and to residency education. This article will discuss how informatics is specifically relevant to residency education and the different ways to incorporate informatics into residency education, and will highlight applications of current technology in the context of residency education. How informatics can optimize communication for residents, promote information technology use, refine documentation techniques, reduce medical errors, and improve clinical decision making will be reviewed. It is hoped that this article will increase faculty and trainees' knowledge of the field of informatics, awareness of available technology, and will assist practitioners to maximize their ability to provide quality care to their patients. This article will also introduce the idea of incorporating informatics specialists into residency programs to help practitioners deliver more evidenced-based care and to further improve their efficiency.

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Physical Medicine and Rehabilitation Resident Use of iPad Mini Mobile Devices

Abstract: These physical medicine and rehabilitation residents reported tablet computers increased access to e-mail, presentation material, and medical journals. Tablet computers also were reported to increase the frequency residents were able to complete tasks associated with residency training.

Cited by 8 publications

References 15 publications

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Utility of Daily Mobile Tablet Use for Residents on an Otolaryngology Head & Neck Surgery Inpatient Service

Informatics and Technology in Resident Education

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