Mobile technologies in medical education: AMEE Guide No. 105

Ken Masters*, Rachel H. Ellaway, David Topps, Douglas Archibald, Rebecca J. Hogue

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

39 Citations (Scopus)

Abstract

Mobile technologies (including handheld and wearable devices) have the potential to enhance learning activities from basic medical undergraduate education through residency and beyond. In order to use these technologies successfully, medical educators need to be aware of the underpinning socio-theoretical concepts that influence their usage, the pre-clinical and clinical educational environment in which the educational activities occur, and the practical possibilities and limitations of their usage. This Guide builds upon the previous AMEE Guide to e-Learning in medical education by providing medical teachers with conceptual frameworks and practical examples of using mobile technologies in medical education. The goal is to help medical teachers to use these concepts and technologies at all levels of medical education to improve the education of medical and healthcare personnel, and ultimately contribute to improved patient healthcare. This Guide begins by reviewing some of the technological changes that have occurred in recent years, and then examines the theoretical basis (both social and educational) for understanding mobile technology usage. From there, the Guide progresses through a hierarchy of institutional, teacher and learner needs, identifying issues, problems and solutions for the effective use of mobile technology in medical education. This Guide ends with a brief look to the future.

Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalMedical Teacher
DOIs
Publication statusAccepted/In press - Mar 3 2016

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Fingerprint Dive into the research topics of 'Mobile technologies in medical education: AMEE Guide No. 105'. Together they form a unique fingerprint.

Cite this