'Expert in My Pocket': Mobile-enabled Resources for Health Students

Helen FORBES
Deakin University, Australia
helen.forbes@deakin.edu.au

Florin OPRESCU
University of the Sunshine Coast, Australia
oprescu@usc.edu.au

Nigel BARR
University of the Sunshine Coast, Australia
NBarr@USC.EDU.AU

Lauren MCTIER
Deakin University, Australia
lauren.mctier@deakin.edu.au

Nicole M PHILLIPS
Deakin University, Australia
nikki.phillips@deakin.edu.au

Teresa DOWNER
University of the Sunshine Coast, Australia
TDowner@USC.EDU.AU

Bill LORD
University of the Sunshine Coast, Australia
WLord@USC.EDU.AU

Peter BRIGHT
Deakin.edu.au, Australia
peter.bright@deakin.edu.au

Irene VISSER
University of the Sunshine Coast, Australia
Ivisser@USC.EDU.AU

Vilma SIMBAG
University of the Sunshine Coast, Australia
v.simbag@uq.edu.au

Abstract

Worldwide, there has been a rapid increase in the use of mobile technologies as a conduit for student learning. A combination of traditional teaching approaches, lack of consistency in skill-teaching between educators and limited resources in health and tertiary environments may create difficulties for students in achieving clinical skill competence. Mobile technologies could provide relevant solutions through 'just-in-time' support for students to learn and practice specific clinical skills in readiness for their practice role. Foundational clinical skills training videos, presented from a first person point of view (1PPOV) by expert health clinicians, who 'think aloud' as they step through selected skills have been developed. Videos can be viewed from a range of mobile devices to support health practitioners, students and educators. Additional to the potential to enhance teaching and learning, these resources may provide additional support for students with English as a second language. Expert educator opinions (4 nursing, 2 paramedic science, 1 public health and 1 information technology) were collected to identify feasible uses of such videos for global health education. Expert opinion resulted in identification of the following potential uses; pre-class learning, a guide for feedback, resource for 'just -in -time' learning, remediation, development of critical inquiry and context awareness, co-operative learning, and opportunities for different assessment approaches.

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