Learning the game with notes draft 181015

Medicine, Nursing and Health Sciences

Learning the game A creative approach to mHealth informatics in

medical education Ms Jennifer Lindley & Dr Juanita Fernando

HINZ Conference, 20th October 2015

Part 1

The program and its theoretical underpinning

June 2015 PACTS MEERG 2

What was the problem?

Placements

Lack of eHealth teaching (mHealth)

Anecdotal evidence of impacts

Dispersed student clinical and education

experiences

Crowded curriculum

Hidden curriculum - “too hard” “no expert”

interpreted by students = “not important”

October 2015 HINZ Conference, Christchurch, NZ 3

What was the problem 2

The majority of

Australian

medical

schools have

no explicit

mHealth

curriculum.


Medical registration

Medical education

WIL placements

Professional requirement

Research pervasive mHealth practice

Curriculum aims – Computer games & applications for health & wellbeing

To improve effective digital learning and teaching on mHealth in pre-vocational

primary health care courses in Australia to equip graduates with the skills for

professional digital practice. Our specific goals were to:

October 2015 HINZ Conference, Christchurch, NZ. 5

Design an mHealth elective pre work integrated training - practice placement (champions)

Pilot an elective for first year undergraduate medical learners.

Utilize self-reflective methods as quality improvement process

Learning Theory to maximise impact: 1

Billet & Pavlova (2005)


Beginner Learner “agental”

• Authentic & experiential learning

• Community of knowing

• Building on prior knowledge and experience

• Design learner driven

Beginner Learner’s situational perception is

limited

• Instances/Cases

• Subjective

• Field-Force analysis development

Beginner Learner discretionary judgement

• Independent critical users

• Continually negotiated

• Astute, confident decisions on use for clinical context

Learning Theory to maximise impact: 2

Adult Learning Theory

Learner brings experience

Builds on existing knowledge (social and academic)

The learner is self directed

Options for choice in how the learning is applied

Deeper learning with problem-centred learning

Self direction through instances/cases


Intervention (15 – teams of 3)

Titles

• Introduction

• Eval tools

• Games

• Phone apps

• Social networks

• 3D applications

Focus

• Web site tours

• Practice cases

• Usability

• Guest presentations

• Force-field matrices

Type

• Technical skills quiz

• Discussion, lrge and sml group

• Force-field analysis own tool

• Problem solving and own practice

• Assessment presentations

October 2015 HINZ Conference, Christchurch, NZ

8

Student Presentations

1 Gaming and Addiction

2 3D Anatomy Apps

3 Medical Smartphone Apps

4 The Usability of Online Brain-Training Apps

5 Investigating and Critiquing the Relationship Between

Electronic Games and the Onset of Dementia


9

Part 2

Results and discussion of our learning


Results

Enrol

• ½ indicated active interest in mHealth practice

• Remainder said it was the only interesting option left them

Tech quiz

• Many novice users of mHealth for practice or education so teams incl tech savvy learner

• Few owned or had access to devices –borrow

• Students mislead by program title

• More explicit explanation of content, assistance with access to technology, basic use skills

• “On-the-run” audit and modification

Apps

• Student choice

• App choices limited to free, open source apps

• No useful free apps

• Could connect to Internet from classroom

Team

reports f/n

• Force-field matrix analysis & critique: fitness of purpose

• Ongoing self-managed team evaluative instruments developed outside of class and around first clinical placement

• Educator required: ways to show presentation files in various formats

Experts • Student engagement palpable


Results of self-reflection for quality

improvement education


… After each teaching session ...

• Assistance with access to digital technology and the

development of basic skills in its use by health prof.

• Funds required for app purchases

• Contextual training to students outside elective

sessions as required.

• Force-field analysis embedded

• Independent learner workshops to analyze and

evaluate the mHealth apps

• Additional training outside elective

Discussion of key results

No formal evaluation- study limitation!

No existing evidence in the literature for comparison

Unique elective

“Agental”, active participation in development

Continuous learner evaluation

Flexibility to modify “on-the-run”

Ongoing collaborations


Lessons learned

1. Formal evaluation process- pre and post session

and elective diaries?(Feedback loop)

2. Expertise and champions

3. Clearly transparent title

4. Ability to be flexible and rapidly adjust program

5. Explicit content

6. Adequate resourcing – devices & apps

7. Technical expertise on the ground


Final comments

Possible to include eHealth in crowded curriculum

Demonstrated mHealth potential to students at a point

where ready

Student practice and placement skill set expanded

Collaborations with champions

HI research projects

Scope of universities to properly resource HI curriculum ?

15 students so findings indicative of need for further

research


15

Our thanks


Dr Chris Bain

Dr Kaihan Yao

Mr Mick Foy

ACHI Members and Fellows (MACHI & FACHI)

Learning the game with notes draft 181015

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