Use of Electronic Resources for Psychiatry Clerkship Learning: A Medical Student Survey

Snow, Caitlin E.; Torous, John; Gordon-Elliott, Janna; Penzner, Julie B.; Meyer, Fermonta; Boland, Robert

doi:10.1007/s40596-016-0647-3

Cited by 18 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We also surveyed residents on the possible barriers in implementing mobile technology in clinical practice through multiple choice as well as an option to write in barriers that were not included in the available choices. Barriers provided were based on a previous study that identified barriers in using electronic resources among medical students on their psychiatry clerkship [ 3 ]. The survey questions have been listed in Table 1 .…”

Section: Methodsmentioning

confidence: 99%

“…The authors suggest that teaching about nontraditional sources may enhance the current curriculum. This was underscored by another survey of 62 psychiatry residents which showed that 68% primarily use online resources for education rather than printed materials [ 3 ]. Given that majority of the population use mobile apps to access digital media, it seems likely that medical students and residents also access clinical resources via their phones and apps [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mobile Phone Use in Psychiatry Residents in the United States: Multisite Cross-Sectional Survey Study

Gipson

Torous

Boland

et al. 2017

JMIR Mhealth Uhealth

Self Cite

View full text Add to dashboard Cite

BackgroundMobile technology ownership in the general US population and medical professionals is increasing, leading to increased use in clinical settings. However, data on use of mobile technology by psychiatry residents remain unclear.ObjectiveIn this study, our aim was to provide data on how psychiatric residents use mobile phones in their clinical education as well as barriers relating to technology use.MethodsAn anonymous, multisite survey was given to psychiatry residents in 2 regions in the United States, including New Orleans and Boston, to understand their technology use.ResultsAll participants owned mobile phones, and 79% (54/68) used them to access patient information. The majority do not use mobile phones to implement pharmacotherapy (62%, 42/68) or psychotherapy plans (90%, 61/68). The top 3 barriers to using mobile technology in clinical care were privacy concerns (56%, 38/68), lack of clinical guidance (40%, 27/68), and lack of evidence (29%, 20/68).ConclusionsWe conclude that developing a technology curriculum and engaging in research could address these barriers to using mobile phones in clinical practice.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mobile Phone Use in Psychiatry Residents in the United States: Multisite Cross-Sectional Survey Study

Gipson

Torous

Boland

et al. 2017

JMIR Mhealth Uhealth

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is a reported appetite for the exploration of new educational models that involve interactive learning by integrating electronic/portable learning tools that meet modern learners in their realm of technological familiarity and ondemand access. For example, medical students who completed a psychiatry clerkship reported high use of electronic resources on an array of devices for learning and even indicated preference for such formats, compared to printed resources (10). Moreover, web-based instruction formats have the potential of tracking learning outcomes or even patient care on a longitudinal scale (11), and remote, interactive learning experiences, with expert faculty as moderators, can compensate for limited local expertise in certain topics (12).…”

Section: Strategies For Incorporating Active Learning Modelsmentioning

confidence: 99%

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

et al. 2020

View full text Add to dashboard Cite

Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.

show abstract

“…There is a clear unmet need for high-quality web-based resources in psychiatry education. Survey research involving medical students rotating on psychiatry clerkships suggests that 90% want more educational smartphone apps [ 3 ] and that only a minority currently use printed material like text books or review books [ 4 ]. Increasingly, medical students are utilizing question banks [ 5 ] and are even creating their own in some instances [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study

et al. 2020

Self Cite

View full text Add to dashboard Cite

Background Medical students are turning to new and expanding web-based resources for learning during their psychiatry clerkships; however, there have not been concomitant efforts by educators to utilize web-based tools to promote innovative teaching. Objective Utilizing a free learning platform (Psy-Q) created by our team, we sought to explore how digital technology may engage medical student learners, promote colearning between educators and medical students, and support sustainability of web-based platforms through crowdsourcing. Methods Between 2017 and 2019, seven medical schools offered access to the platform during medical students’ psychiatry clerkships. Use of the web-based platform was voluntary and not monitored or related to clerkship evaluation. Medical students completed a paper and pencil assessment of the platform at the end of their clerkship. Anonymous and aggregated website use data were gathered in accordance with institutional review board approval. Results A total of 203 medical students across seven distinct psychiatry clerkships completed the survey. Of these students, 123 (60.6%) reported using the platform and reported accessing a mean of 45 questions. The most common device used to access the platform was a laptop and the second most common was a smartphone. The most common location to access the platform was home and the second most common was the hospital. Although few students contributed new questions, website utilization data suggested that all rated the quality and difficulty of the questions. Higher quality questions were medical students’ main suggestion for further improvement. Conclusions Our results suggest the feasibility and potential of educator- and learner-created web-based platforms to augment psychiatry education and develop relevant accessible resources in the digital sphere. Future work should focus on measuring objective educational outcomes of question taking and writing, as well as optimizing technology and exploring sustainable trainee-faculty partnership models for the creation and curation of content.

show abstract

Use of Electronic Resources for Psychiatry Clerkship Learning: A Medical Student Survey

Abstract: The authors' results suggest that a demand exists for high-quality electronic and portable learning tools that are relevant to medical student education in psychiatry. Psychiatry educators are usefully positioned to be involved in the development of such resources.

Cited by 18 publications

References 7 publications

Mobile Phone Use in Psychiatry Residents in the United States: Multisite Cross-Sectional Survey Study

Mobile Phone Use in Psychiatry Residents in the United States: Multisite Cross-Sectional Survey Study

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study

Contact Info

Product

Resources

About