The transition from medical student to junior doctor is one of the most challenging in medicine, affecting both doctor and patient health. Opportunities to support this transition have arisen from advances in mobile technology and increased smartphone ownership.
Mobile learning (mLearning) devices (such as tablets and smartphones) are increasingly part of the clinical environment but there is a limited and somewhat conflicting literature regarding the impact of such devices in the clinical learning environment. This study aims to: assess the impact of mLearning devices in the clinical learning environment on medical students’ studying habits, attitudes towards mobile device supported learning; and the perceived reaction of clinicians and patients to the use of these devices as part of learning in the clinical setting.
Use of podcasts has several advantages in medical education. Podcasts can be of different types based on their length: short (1–5 min), moderate (6–15 min) and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. The perceptions of medical students towards short-duration podcasts are not well understood and this study aimed to analyze the same. An exploratory analysis of students’ podcast usage and performance in summative assessments was also undertaken.
Open access. Health leadership and management capacity are essential for health system strengthening and for attaining universal health coverage by optimising the existing human, technological and financial resources. However, in health systems, health leadership and management training is not widely available. The use of information technology for education (ie, eLearning) could help address this training gap by enabling flexible, efficient and scalable health leadership and management training. We present a protocol for a systematic review on the effectiveness of eLearning for health leadership and management capacity building in improving health system outcomes.
We’ve just heard that SSOTP will not be renewing their agreement with SSSFT LKS for library services for this financial year. Because of this we will be reviewing our Be Aware bulletins. Sadly we won’t be accepting any new sign-ups from SSOTP staff and will be withdrawing some of the physical healthcare bulletins that we…
Health Education England’s e-Learning for Healthcare (HEE e-LfH) programme has launched an e-learning resource that helps describes the role of clinical and educational supervisors and how they work with postgraduate medical trainees employed under the new 2016 contract. The e-learning supports educational and clinical supervisors in understanding their role and how they can support their trainees under the new contract.
The e-learning session is designed to support educational and clinical supervisors but is relevant to all those involved in the management of trainees, including trainees themselves. The development of this e-learning session involved both NHS Employers and the British Medical Association.
Health Education England has released an online e-learning resource for educational and clinical supervisors involved in the implementation of the 2016 contract for doctors and dentists in training.
The resource is designed to train educational and clinical supervisors on fulfilling their role in the 2016 contract and includes information around work scheduling, exception reporting, and work schedule reviews.
Health Education England e-Learning for Healthcare (HEE e-LfH) has added the e-LfH Hub and its thousands of e-learning sessions to the list of OpenAthens resources to make it easier for certain groups of the health and social care workforce to access e-LfH’s e-learning.
Smartphones are ubiquitous and commonly used as a learning and information resource. They have potential to revolutionize medical education and medical practice. The iDoc project provides a medical textbook smartphone app to newly-qualified doctors working in Wales. The project was designed to assist doctors in their transition from medical school to workplace, a period associated with high levels of cognitive demand and stress.
E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.