Teaching and evaluating smartphone applications: The effectiveness of a curriculum expansion

Rodder, Susan G.; Kindratt, Tiffany B; Xiao, Chunyun; Orcutt, Venetia L.; Koch, Courtney; McIlvaine, Kelley; Neville, Mary Alice

doi:10.4103/efh.efh_322_16

Cited by 11 publications

(25 citation statements)

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“…All learners demonstrated at least one basic communication skill during OSCE stations. These results are similar to previous research evaluating communication skills using OSCEs with adult patients in our program [ 13 ]. Although there were no significant differences in results among learners who did and did not participate in OSCE stations, this innovative component allows learners to gain first-hand, simulated experiences with paediatric patients and parents, which is often neglected in medical education.…”

Section: Reflection and Critical Reviewsupporting

confidence: 92%

“…OSCEs were developed and implemented based on their acceptability in our programs [ 12 , 13 ] and ability to improve communication skills [ 11 ]. Paediatric standardized patients (SPs) and standardized patient caregivers were recruited and trained.…”

Section: Evaluation Of Innovationmentioning

confidence: 99%

“…While OSCEs were developed for assessments of history and physical examinations, their use has expanded with the changing healthcare landscape. OSCEs are now utilized to measure patient-provider communication among patients from special populations (e. g. limited health literacy) [ 12 ], and to incorporate health information technology (e. g. mobile phone applications) [ 13 ] into patient encounters. There remains a gap in the literature on the use of OSCEs for training future providers how to communicate with paediatric patients and parents/caregivers.…”

Section: Introductionmentioning

confidence: 99%

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Parent-provider paediatric literacy communication: A curriculum for future primary care providers

Kindratt¹,

Bernard²,

Webb³

et al. 2019

Perspect Med Educ

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Background Reach Out and Read promotes early literacy and school readiness by incorporating book delivery and anticipatory guidance into well-child visits. There is a need to train future healthcare providers in the knowledge and skills to communicate with parents/caregivers about early childhood literacy. We developed and evaluated a curriculum to improve learners’ knowledge, attitudes, and skills towards the incorporation of parent-provider literacy communication into well-child visits. Methods Family medicine residents ( n = 30), physician assistant students ( n = 36), and medical students ( n = 28) participated in a curriculum consisting of service learning, online didactic training, objective structured clinical exams (OSCEs) and a debriefing session. Standardized patients (SPs; 6 months to 5 years) and standardized patient caregivers were recruited and trained. Learners were evaluated on their abilities to offer books to patients, provide anticipatory guidance, and demonstrate parent-provider communication skills. Knowledge, attitudes, and satisfaction were collected pre- and post-curriculum. Results Significant increases in total knowledge were observed after completing curriculum activities ( p < 0.001). All attitudes improved after training ( p < 0.05). All learners (100%) recommended that caregivers talk back and forth with their 6‑ to 12-month-old babies and make eye contact. Few (18.2%) learners recommended playing games like ‘peek-a-boo’ while reading. When caregivers evaluated learners’ basic parent-provider communication skills, all reported that the learners treated them with respect and used plain language. Discussion Our curriculum extends beyond previous studies by measuring recommended books, anticipatory guidance, and communication skills using paediatric SPs and standardized patient caregivers. Curriculum activities can be tailored to best promote parent-provider literacy communication training in other programs. Electronic supplementary material The online version of this article (10.1007/s40037-019-0503-8) contains supplementary material, which is available to authorized users.

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Section: Reflection and Critical Reviewsupporting

confidence: 92%

Section: Evaluation Of Innovationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Parent-provider paediatric literacy communication: A curriculum for future primary care providers

Kindratt¹,

Bernard²,

Webb³

et al. 2019

Perspect Med Educ

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“…These apps allow users to select food and beverages they have consumed, and their energy and nutrient intake for the day is automatically calculated. A wide range of food diary apps were examined within the included studies, 12 of which (described across 9 studies) [ 18 , 21 , 22 , 26 , 32 , 34 , 35 , 40 , 87 ] were publicly available on the leading app stores (Google Play or iOS).…”

Section: Resultsmentioning

confidence: 99%

Measurement Properties of Smartphone Approaches to Assess Diet, Alcohol Use, and Tobacco Use: Systematic Review

Thornton¹,

Osman²,

Champion³

et al. 2022

JMIR Mhealth Uhealth

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Background Poor diet, alcohol use, and tobacco smoking have been identified as strong determinants of chronic diseases, such as cardiovascular disease, diabetes, and cancer. Smartphones have the potential to provide a real-time, pervasive, unobtrusive, and cost-effective way to measure these health behaviors and deliver instant feedback to users. Despite this, the validity of using smartphones to measure these behaviors is largely unknown. Objective The aim of our review is to identify existing smartphone-based approaches to measure these health behaviors and critically appraise the quality of their measurement properties. Methods We conducted a systematic search of the Ovid MEDLINE, Embase (Elsevier), Cochrane Library (Wiley), PsycINFO (EBSCOhost), CINAHL (EBSCOHost), Web of Science (Clarivate), SPORTDiscus (EBSCOhost), and IEEE Xplore Digital Library databases in March 2020. Articles that were written in English; reported measuring diet, alcohol use, or tobacco use via a smartphone; and reported on at least one measurement property (eg, validity, reliability, and responsiveness) were eligible. The methodological quality of the included studies was assessed using the Consensus-Based Standards for the Selection of Health Measurement Instruments Risk of Bias checklist. Outcomes were summarized in a narrative synthesis. This systematic review was registered with PROSPERO, identifier CRD42019122242. Results Of 12,261 records, 72 studies describing the measurement properties of smartphone-based approaches to measure diet (48/72, 67%), alcohol use (16/72, 22%), and tobacco use (8/72, 11%) were identified and included in this review. Across the health behaviors, 18 different measurement techniques were used in smartphones. The measurement properties most commonly examined were construct validity, measurement error, and criterion validity. The results varied by behavior and measurement approach, and the methodological quality of the studies varied widely. Most studies investigating the measurement of diet and alcohol received very good or adequate methodological quality ratings, that is, 73% (35/48) and 69% (11/16), respectively, whereas only 13% (1/8) investigating the measurement of tobacco use received a very good or adequate rating. Conclusions This review is the first to provide evidence regarding the different types of smartphone-based approaches currently used to measure key behavioral risk factors for chronic diseases (diet, alcohol use, and tobacco use) and the quality of their measurement properties. A total of 19 measurement techniques were identified, most of which assessed dietary behaviors (48/72, 67%). Some evidence exists to support the reliability and validity of using smartphones to assess these behaviors; however, the results varied by behavior and measurement approach. The methodological quality of the included studies also varied. Overall, more high-quality studies validating smartphone-based approaches against criterion measures are needed. Further research investigating the use of smartphones to assess alcohol and tobacco use and objective measurement approaches is also needed. International Registered Report Identifier (IRRID) RR2-https://doi.org/10.1186/s13643-020-01375-w

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“…Mobile applications are software that are designed and coded specifically for mobile devices such as smart phones and tablets [14,15]. Mobile applications have also started to be used in nursing education where psychomotor skills are of prime importance, for the students to continue to learn outside school and develop their skills [16][17][18][19]. Mobile applications facilitate reaching information, help to learn while having fun and provide the liberty of time and place in learning [17,18].…”

Section: Introductionmentioning

confidence: 99%

Nursing Students' Views and Experiences Concerning the Use of Mobile Applications in Nursing Education: A Qualitative Study

Kacaroglu¹,

Subasi²

2019

Int Arch Nurs Health Care

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Background: Nursing education is a process of education that consists of both theoretical and skill teaching. Mobile applications developed in accordance with smart phones have started to be used in nursing education, for the students to continue to learn outside school and develop their knowledge and skills.Methods: This study was conducted in the Department of Nursing in the Faculty of Health Sciences at a University located in the western region of Turkey between the dates of between May 7, 2019, and May 30, 2019, by using qualitative research design. Qualitative research was planned in order to examine the opinions and experiences of nursing students who used the mobile application. Purposeful sampling method was used in the study. Results:The findings of the study, the students (45.5%) indicated that the mobile application prepared was appropriate for their level and the mobile application was adequate for them (52.3%). The study also pointed out that nursing students were curious (75%) and thought that it would be useful (31.8%), were excited (22.7%), felt special (20.5%), were relaxed (20.5%) and felt happy (27.3%). The students indicated that they had less stress (68.2%), felt enlightened (90.9%), felt competent on the subject (63.6%) and had more self-confidence (29.5%) after using the mobile application. All of the nursing students (100%) reported that it was necessary to use mobile applications in nursing education. Conclusion:It was seen that using the mobile application in nursing education increased the students' self-confidence and self-competence, and also reduced their stress. Besides, the students belive that it will be useful to use both standard teaching method in which the instructor lectures and relevant mobile applications together.

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Teaching and evaluating smartphone applications: The effectiveness of a curriculum expansion

Cited by 11 publications

References 0 publications

Parent-provider paediatric literacy communication: A curriculum for future primary care providers

Parent-provider paediatric literacy communication: A curriculum for future primary care providers

Measurement Properties of Smartphone Approaches to Assess Diet, Alcohol Use, and Tobacco Use: Systematic Review

Nursing Students' Views and Experiences Concerning the Use of Mobile Applications in Nursing Education: A Qualitative Study

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Teaching and evaluating smartphone applications: The effectiveness of a curriculum expansion

Cited by 11 publications

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Parent-provider paediatric literacy communication: A&nbsp;curriculum for future primary care providers

Parent-provider paediatric literacy communication: A&nbsp;curriculum for future primary care providers

Measurement Properties of Smartphone Approaches to Assess Diet, Alcohol Use, and Tobacco Use: Systematic Review

Nursing Students' Views and Experiences Concerning the Use of Mobile Applications in Nursing Education: A Qualitative Study

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Parent-provider paediatric literacy communication: A curriculum for future primary care providers

Parent-provider paediatric literacy communication: A curriculum for future primary care providers