The Use of Smartphones in Orthopaedic Training
|
If you are the presenter of this abstract (or if you cite this abstract in a talk or on a poster), please show the QR code in your slide or poster (QR code contains this URL). |
Abstract
Background
The use of smartphones is common among orthopaedic surgeons. Mobile technology assisted learning can provide ways to augment traditional methods. Improved educational strategies can enhance learning and contribute to the development of better doctors.
Objectives
The purpose of this study was to find out whether trainees used smartphones as a learning resource, how smartphones influenced practice and what trainees wanted from mobile technology and electronic resources.
Methods
Data were collected from two sources: an online questionnaire issued to a sample of 111 orthopaedic specialist registrars in the Wales and West Midlands deaneries and a small focus group of trainees. Discussion in the focus group aimed to clarify the results from the questionnaire and explore trainees’ desires for electronic resources.
Results
Responses were received from 43 (39% response rate). The majority of these trainees felt competent to use mobile technology and 80% used a smartphone at work. Ability to use mobile devices was not related to age, gender or preferred mobile device. The most frequent location of use was the theatre environment, but trainees preferred to use desktop computers for workplace learning. The results suggested that trainees were more likely to use free resources on mobile devices than ones requiring payment. Barriers to use were problems with connecting to mobile internet in hospitals, the small format of smartphones and the perceptions of senior colleagues and patients regarding their use.
Conclusions
Whilst mobile technology was felt to enhance learning, trainees were unable to utilise it to its full potential. The lack of mobile internet access in hospitals inhibits this technology and the expectations of others appear to influence how trainees use smartphones and the consequent effect on their practice. Preference for free resources raises the need for training or advice in how to identify trustworthy resources and assess their quality. Orthopaedic educational supervisors should be aware of these barriers and seek better ways of making the most of technology to support learning in the workplace.
The use of smartphones is common among orthopaedic surgeons. Mobile technology assisted learning can provide ways to augment traditional methods. Improved educational strategies can enhance learning and contribute to the development of better doctors.
Objectives
The purpose of this study was to find out whether trainees used smartphones as a learning resource, how smartphones influenced practice and what trainees wanted from mobile technology and electronic resources.
Methods
Data were collected from two sources: an online questionnaire issued to a sample of 111 orthopaedic specialist registrars in the Wales and West Midlands deaneries and a small focus group of trainees. Discussion in the focus group aimed to clarify the results from the questionnaire and explore trainees’ desires for electronic resources.
Results
Responses were received from 43 (39% response rate). The majority of these trainees felt competent to use mobile technology and 80% used a smartphone at work. Ability to use mobile devices was not related to age, gender or preferred mobile device. The most frequent location of use was the theatre environment, but trainees preferred to use desktop computers for workplace learning. The results suggested that trainees were more likely to use free resources on mobile devices than ones requiring payment. Barriers to use were problems with connecting to mobile internet in hospitals, the small format of smartphones and the perceptions of senior colleagues and patients regarding their use.
Conclusions
Whilst mobile technology was felt to enhance learning, trainees were unable to utilise it to its full potential. The lack of mobile internet access in hospitals inhibits this technology and the expectations of others appear to influence how trainees use smartphones and the consequent effect on their practice. Preference for free resources raises the need for training or advice in how to identify trustworthy resources and assess their quality. Orthopaedic educational supervisors should be aware of these barriers and seek better ways of making the most of technology to support learning in the workplace.
Medicine 2.0® is happy to support and promote other conferences and workshops in this area. Contact us to produce, disseminate and promote your conference or workshop under this label and in this event series. In addition, we are always looking for hosts of future World Congresses. Medicine 2.0® is a registered trademark of JMIR Publications Inc., the leading academic ehealth publisher.
This work is licensed under a Creative Commons Attribution 3.0 License.