“It's on my iPhone”: attitudes to the use of mobile computing devices in medical education, a mixed-methods study
Open accessAbstract
Objective: The last decade has seen the introduction of new technology which has transformed many aspects of our culture, commerce, communication and education. This study examined how medical teachers and learners are using mobile computing devices such as the iPhone in medical education and practice, and how they envision them being used in the future. Design: Semistructured interviews were conducted with medical students, residents and faculty to examine participants’ attitudes about the current and future use of mobile computing devices in medical education and practice. A thematic approach was used to summarise ideas and concepts expressed, and to develop an online survey. A mixed methods approach was used to integrate qualitative and quantitative findings. Setting and participants: Medical students, residents and faculty at a large Canadian medical school in 2011. Results: Interviews were conducted with 18 participants (10 students, 7 residents and 1 faculty member). Only 213 participants responded to the online survey (76 students, 65 residents and 41 faculty members). Over 85% of participants reported using a mobile-computing device. The main uses described for mobile devices related to information management, communication and time management. Advantages identified were portability, flexibility, access to multimedia and the ability to look up information quickly. Challenges identified included: superficial learning, not understanding how to find good learning resources, distraction, inappropriate use and concerns about access and privacy. Both medical students and physicians expressed the view that the use of these devices in medical education and practice will increase in the future. Conclusions: This new technology offers the potential to enhance learning and patient care, but also has potential problems associated with its use. It is important for leadership in medical schools and healthcare organisations to set the agenda in this rapidly developing area to maximise the benefits of this powerful new technology while avoiding unintended consequences.
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A majority of providers use their cell phone in clinical practice.
“Given that a majority of providers use their cell phone in clinical practice, mobile applications can be particularly useful in settings where such providers lack access to expertise. 4,5”
From Impact of Mobile Device-Based Clinical Decision Support Tool on Guideline Adherence and Mental Workload (2019) · cites this paper as [5]
Mobile applications can be particularly useful in settings where providers lack access to expertise.
“Given that a majority of providers use their cell phone in clinical practice, mobile applications can be particularly useful in settings where such providers lack access to expertise. 4,5”
From Impact of Mobile Device-Based Clinical Decision Support Tool on Guideline Adherence and Mental Workload (2019) · cites this paper as [5]
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- Authors
- Wallace, S., Clark, M., & White, J.
- Affiliations
- University of Alberta (CA)
- Corresponding author
- Wallace, Sean
- ORCID
- White, Jonathan
- Venue
- BMJ Open
- Publisher
- BMJ
- Published
- 2012
- Volume
- 2
- Issue
- 4
- Pages
- e001099
- ISSN
- 2044-6055 (ISSN-L)
- PMC
- PMC3432838
- OpenAlex
- W2125878686
- Cited by
- 432
- References
- 31
- Citations by year
- 2026: 9 · 2025: 18 · 2024: 29 · 2023: 26 · 2022: 35 · 2021: 34 · 2020: 39 · 2019: 45 · 2018: 43 · 2017: 42 · 2016: 43 · 2015: 33 · 2014: 20 · 2013: 13 · 2012: 2
- FWCI
- 58.87
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by-nc
- Locations
- BMJ Open (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- HighWire Press Open Archive (submittedVersion)
- Funders
- University of Alberta
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Mobile Health and mHealth Applications
- Keywords
- mobile computers, smartphones, medical education, attitudes toward technology, medical students, residents (medical training), faculty, distraction, privacy concerns, information management, educational technology
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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