LEOPOLD’S MANEUVER MOBILE LEARNING TECHNOLOGY FOR FACILITATING KNOWLEDGE APPLICATION AND SELF-REPORTED CONFIDENCE OF PRECLINICAL MEDICAL STUDENTS
Keywords:
Preclinical medical student, didactic lecture, mobile learning technologyAbstract
Multimedia programs have emerged in preclinical medical students’ programs, and handheldmobile learning technology provides opportunities for medical students to use selfinstructionaltraining. However, there is not clear evidence that they can improve medicalstudents’ learning. To compare mobile content and a didactic lecture for preclinicalmedical students for use in performing the Leopold’s maneuver. All the preclinical medicalstudents received a didactic lecture and an instructional guide book. Students wereprovided with mobile content as a resource facility before the clinical skill activity.Interpretation was performed by the medical staff to check accuracy. The preclinicalmedical students were assessed for knowledge and self-confidence in the maneuver.A paired t-test was used to analyze the difference in knowledge and confidence between thedidactic lecture and the mobile content. All 60 preclinical medical students completed theLeopold’ s maneuver skills training. Knowledge increased after both the didactic lectureand the mobile content. There was significantly increased knowledge from the didacticlecture compared with the mobile content between before and after the training (t-test =2.750, p = 0.008), the completeness of the content (t-test = 2.275, p = 0.027), the knowledgeof teaching (t-test = 2.621, p = 0. 011) , and answering questions in class (t-test = 2.121,p = 0.038). The mobile content increased the confidence and knowledge that can be appliedin reality, the knowledge for preparation of the procedure, and interpretation whencompared with the didactic lecture but the difference was not statistically significant.
References
Autry, A. M. , Meurer, L. N. , Barnabei, V. M. , Green, S. S. ,Johnson-Masotti, A.P., Otto-Salaj, L.L., Bragg,D.S., Treat, R., and Simpson, D.E. (2002).A longitudinal women’ s health curriculum: a multimethod,multiperspective needs assessment. Am. J.Obstet. Gynecol., 187(3):S12-S14.
Barnsley, L., Lyon, P.M., Ralston, S.J., Hibbert, E.J.,Cunningham, I., Gordon, F.C., and Field, M.J.( 2004). Clinical skills in junior medical officers:a comparison of self-reported confidence andobserved competence. Med. Educ., 38(4):358-367.
Carmody, D. , Tregonning, A. , Nathan, E. , and Newnham,J.P. (2011). Patient perceptions of medical students’involvement in their obstetrics and gynaecologyhealth care. Aust. NZ. J. Obstet. Gyn., 51:553-558.
Clay, C.A. (2011). Exploring the use of mobiletechnologies for the acquisition of clinical skills.Nurs. Educ. Today, 31(6):582-586.
Dayal, A.K., Fisher,N., Magrane, D., Goffman, D.,Bernstein, P.S., and Katz, N.T. (2009). Simulationtraining improves medical students' learningexperiences when performing real vaginal deliveries.Simul. Healthc., 4(3):155-159.
Deering, S.H., Hodor, J.G., Wylen, M., Poggi, S., Nielsen,P.E., and Satin, A.J. (2006). Additional training with anobstetric simulator improves medical student comfortwith basic procedures. Simul. Healthc., 1(1):32-4.
Díez-Goñi, N., Guillén, S., Rodríguez-Díez, M.C., Pineda,L. , and Alcázar, J.L. (2015) . Use of the learningcurve-cumulative summation test for Leopoldmaneuvers assessment in a simulator: a pilot study.Simul. Healthc., 10(5):277-282.
Garrett, B.M. and Jackson, C. (2006). A mobile clinical eportfoliofor nursing and medical students, usingwireless personal digital assistants (PDAs) . Nurs.Educ. Today, 26:647-654.
Gormley, G. J. , Collins, K. , Boohan, M. , Bickle, I. C. , andStevenson, M. (2009). Is there a place for e-learningin clinical skills? A survey of undergraduatemedical students' experiences and attitudes. Med.Teach., 31(1):e6-e12.
Guo, P., Watts, K., and Wharrad, H. (2016). An integrativereview of the impact of mobile technologies used byhealthcare professionals to support education andpractice. Nursing Open, 3(2):66-78.
Hinck, G. and Bergmann, T. F. ( 2013) . Video capture onstudent- owned mobile devices to facilitatepsychomotor skills acquisition: a feasibility study.J. Chiropr. Educ., 27(2):158-162.
Jang, H.W. and Kim, K. J. ( 2014) . Use of online clinicalvideos for clinical skills training for medicalstudents: benefits and challenges. BMC. Med.Educ., 14:56.
Jowett, N. , LeBlanc, V. , Xeroulis, G. , MacRae, H. , andDubrowski, A. ( 2007) . Surgical skill acquisitionwith self-directed practice using computer-basedvideo training. Am. J. Surg., 193(2):237-242.
Jude, D.C., Gilbert, G.G., and Magrane, D. (2006). Simulationtraining in the obstetrics and gynecology clerkship.Am. J. Obstet. Gynecol., 195(5):1489-1492.
Kenny, R.F., van Neste-Kenny, J.M.C., Park, C.L.,Burton, P.A. and Meiers, J. (2009). Mobile learningin nursing practice education: applying Koole'sFRAME model. J. Dist. Edu., 23:75-96.
Khogali, S.E., Davies, D.A., Donnan, P.T., Gray, A.,Harden, R.M., McDonald, J., Pippard, M.J., Pringle,S. D. , and Yu, N. ( 2011) . Integration of e-learningresources into a medical school curriculum. Med.Teach., 33(4):311-318.
Lenchus, J., Issenberg, S.B. , Murphy, D., Everett-Thomas,R., Erben, L., Arheart, K., and Birnbach, D.J.(2011). A blended approach to invasive bedsideprocedural instruction. Med. Teach., 33(2):116-123.
Looi, C. K. , Zhang, B. , Seow, P. , So, H. J. , Chen, W. , andWong, L.H. (2010). Leveraging mobile technologyfor sustainable seamless learning: a researchagenda. Brit. J. Educ. Technol., 41(2):154-169.
Maag, M. (2006). iPod, uPod? An emerging mobilelearning tool in nursing education and students’satisfaction. Proceedings of the 23rd AnnualConference of the Australian Society for Computersin Learning in Tertiary Education; December 3-6,2006; Sydney, Australia, p. 483-492.
Meyers, C. and Jones, T. B. ( 1993) . Case studies. In:Promoting Active Learning: Strategies for theCollege Classroom. Jossey- Bass, Inc., San Francisco,CA, USA, p. 103-119.
Miller, J. , Shaw- Kokot, J. R. , Arnold, M. S. , Boggin, T. ,Crowell, K. E. , Allegri, F. , Blue, J. H. , and Berrier,S. B. ( 2005) . A study of personal digital assistantsto enhance undergraduate clinical nursing education. J.Nurs. Educ., 44:19-26.
Palmer, E.J. and Devitt, P.G. (2007). A method for creatinginteractive content for the iPod, and its potential useas a learning tool: technical advances. BMC Med.Educ., 7:32.
Richardson, D. ( 2008) . Don't dump the didactic lecture;fix it. Adv. Physiol. Educ., 32:23-24.
Sandars, J. ( 2012) . Technology and the delivery of thecurriculum of the future: opportunities and challenges.Med. Teach., 34(7):534-538.
Tews, M. , Brennan, K. , Begaz, T. , and Treat, R. ( 2011) .Medical student case presentation performance andperception when using mobile learning technologyin the emergency department. Medical EducationOnline, 16:7327,
DOI: 10.3402/meo.v16i0.7327.Topps, D. , Helmer, J. , and Ellaway, R. ( 2013) . YouTubeas a platform for publishing clinical skills trainingvideos. Acad. Med., 88(2):192-197.
