|Institution:||The Ohio State University|
|Keywords:||Anatomy and Physiology; anatomy; anatomy education; medical education; mobile learning; technology acceptance model; mobile apps; integrated curriculum|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=osu1437408234|
There continues to be a decrease in contact hours for anatomy sub-discipline instruction to medical students. Along with the change in contact hours, medical schools are transitioning from individual discipline-based courses to integrated curricula. Medical educators have attempted to counteract the decrease in time spent with the students by creating numerous electronic learning (e-learning) and mobile learning (m-learning) resources. The powerful hardware and software within mobile devices like Apple’s iPad allows developers to create intuitive, interactive and effective mobile applications (apps). Medical educators to this point have not taken advantage of the mobile technology available to create an integrated anatomy resource to supplement the integrated curricula of current medical schools. The goal of this study is to: 1) Assess the current state of mobile technology usage by medical students; 2) develop a novel integrated anatomy mobile app (i.e., 4natomy); 3) measure the acceptance and usage of the mobile app by medical students; 4) gather feedback to determine the future viability of the mobile resource. The outcomes from a group interview conducted with second year medical students within an integrated curriculum revealed that they use multiple devices while studying and are very comfortable with mobile technology. The students collectively downloaded forty-eight different mobile apps for studying purposes and gross anatomy was the discipline with the most commonly downloaded app. Students prefer anatomy apps with three-dimensional (3D) models, as well as detailed text descriptions and had a high response rate (98.3%) in regards to their interest in using an integrated anatomy app. The 4natomy mobile app of the spinal cord was developed through collaborations with computer science and digital design students to reflect responses from the focus group. The app was distributed during the neurological disorders learning block at The Ohio State University College of Medicine (OSU-COM). A post-survey was sent out following the learning block to measure acceptance and usage of the app using the technology acceptance model (TAM). The results indicate that students found the app to be useful and easy to use, predicting continued usage of the app in the future. A group interview conducted with twenty first-year medical students occurred following use of the mobile app to provide insight into future development. For future versions students requested expanding the anatomy content to cover the entire learning block, including a quiz component, integrating more clinical correlations and developing more videos and animations. A total of 95% first year medical students that participated in the final group interview sessions would like to see the app expanded to all other learning blocks. Small sample sizes and potential observer bias are limitations of the three main components of this study (i.e., both group interviews and post-survey responses). The data gathered from this study illustrates the current landscape of… Advisors/Committee Members: Bolte, John (Advisor).