Let’s go mobile in medical education! An evidence based and practical

approach to mobile learning

Eeva Pyörälä, HYPE, University of Helsinki, Finland

Colin Lumsden, Manchester Medical School, University of Manchester, UK

Teemu Masalin, Faculty of Medicine, University of Helsinki, Finland

Jussi Merenmies, Faculty of Medicine, University of Helsinki, Finland

Saana Mäenpää, Faculty of Medicine, University of Helsinki, Finland

Heikki Hervonen, Faculty of Medicine, University of Helsinki, Finland

Correspondece eeva.pyorala@Helsinki.fi

Outline of the workshop

14.00 Welcome and introductionQuick test (Teemu)Evidence and practical insights of incorporating mobile devices into health-care education: University of Helsinki (Eeva) and Manchester Medical school (Colin)

14.20 Workshop on mobile learning (15-20 minutes for each theme, including group work and your presentation) 1. How would you take notes with a mobile device (Saana)2. How would you design an activating online pre-class and in-

class learning assignment (Colin, Jussi and Heikki)3. How would you assess student learning online (Colin)

15.20 Discussion: How would you incorporate mobile learning into youown teaching and learning activities? (Eeva)

15.30 Close

Intended learning outcomes

• At the end of the workshop you will be able to

1. Outline the principles of study use of mobile devices.

2. Describe how mobile devices can be incorporated into active learning strategies.

3. Start making an action plan for promoting mobile learning in your own units.

The essence of mobile learning –research-based evidence from the

University of Helsinki

iPad research group: Eeva Pyörälä, PhD, MME,

Senior Lecturer in University Pedagogy

University of Helsinki, Finland

Background• Since 2013, the Faculty of Medicine at the University

of Helsinki has provided the first year students with iPads for their personal study use.

• Simultaneously, a longitudinal action research projectwas started.

Integrating iPadsinto teaching and learning activities

Digital triggersMedical applications

SurvivalVersatile support

Study applications

Collaborativestudent learning

Clinical contextAssessment

The three most important ways to integrateiPads into learning

1. Taking notes

2. Seeking relevant information on the Internet

3. Incorporating versatile digitalisedlearning materials to activelearning and problem solving

Preclinical vs. clinical study years• iPads were successfully integrated into

prelinical studies• PBL tutorials and all hands-on studies.

• Virtual microscopies in small groups.

• All learning materials in digital format.

• 3D anatomy applications provided a new perspective on studying human anatomy.

• A notable drop in students’ mobile-device use in the beginning of clinical studies. • Dental students use mobile devices more actively

than medical students.

The essence of mobile learning in clinical context - evidence and

experience from the University of Manchester

Dr Colin Lumsden,

University of Manchester, UK

Challenges before the mobile turnStudent feedback

Wireless infrastructure

Complex learning setting in clinical studies

Full benefit of the digital learning environment

Students weredelivered iPads

in 2011

Mobile learning: youcan study anywhere,

anytime

Digital coursematerials

Interactive iBooksVideos

WebinarsClinical reference

materials

New learning strategy: active student engagement, timely feedback and versatile assessment

The Flipped classroom ePortfolio

UoM eFormsapplication for

assessment

Workshop1. How to take notes with a mobile device?

(Saana)2. How to design activating online pre-class

learning assignments? How to design activating in-class learning assignments? (Jussi, Colin and Heikki)

3. How to design assessment of student learning in the clinical environment (Colin)

• We use the material provided by the Manchester Medical School as a learning resource for your group work.

Acute AsthmaThemed Discussion: Week 2Context

The 3rd year students have studied online case material to help them learn about asthma. In this clinical reasoning session you present the students with a patient who presents to hospital with acute severe asthma. This is the second week in the clinical environment for these students.

Intended learning outcomes

At the end of this session the students will be able to

• To revise the systematic assessment of all patients who present with acutebreathlessness.

• Follow evidence based guidelines for treatment of asthma.

• To reassess the initial diagnosis if continuing clinical deterioration despitetreatment.

• To develop a framework to safely discharge patients hospitalised with acute asthma.

How do the students take notes with mobile devices?

Saana Mäenpää

Faculty of Medicine, University of Helsinki, Finland

Working in groups: How would as a student take notes with a mobile device?

Scenario: 40 year old lady, on treatment for asthma, presents with a one day history of sever shortness of breath and a non-productive cough. She had noticed she was coughing more at night the last few days and using her salbutamol inhaler more frequently. However, today her symptoms were not relieved by her inhaler and she was becoming progressively more short of breath. Her GP did a home visit and rang for an ambulance to take her to the emergency department for further treatment. Her GP records suggest her normal peak flow is 400 l/min.

Try taking notes, annotating, underlining and commenting the scenario and attaching online materials and pictures.

Note taking

How to design activating online pre-class and in-class learning

assignments?

Jussi Merenmies, University of Helsinki, Finland

Heikki Hervonen, University of Helsinki, Finland

Colin Lumsden, University of Manchester, UK

Working in groups: How would you as a teacher design activating online pre-class and in-class learning

assignments? Scenario: 40 year old lady, on treatment for asthma, presents with a one day history of sever shortness of breath and a non-productive cough. She had noticed she was coughing more at night the last few days and using her salbutamol inhaler more frequently. However, today her symptoms were not relieved by her inhaler and she was becoming progressively more short of breath. Her GP did a home visit and rang for an ambulance to take her to the emergency department for further treatment. Her GP records suggest her normal peak flow is 400 l/min.

Using this scenario, (1) What assignments would you use to activate the 3rd year students’ prior knowledge? (2) What assignments would you use to activate student learning in the session?

Pre-class assignments

In-class assignments

How to design assessment of student learning in the mobile and

digital learning environment?

Colin Lumsden, Manchester Medical School, University of Manchester, UK

Working in groups: How would you as a teacher design assessment of student learning?

Scenario: 40 year old lady, on treatment for asthma, presents with a one day history of sever shortness of breath and a non-productive cough. She had noticed she was coughing more at night the last few days and using her salbutamol inhaler more frequently. However, today her symptoms were not relieved by her inhaler and she was becoming progressively more short of breath. Her GP did a home visit and rang for an ambulance to take her to the emergency department for further treatment. Her GP records suggest her normal peak flow is 400 l/min.

Using the scenario, how would you use online environment for assessing how well the students achieved the intended outcomes?

Assessment

Wrapping up the workshop

Maslow’s hierarchy or needs, new version

How to promote mobile learning in your own units?

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Literature (2)• Mooney J, Byrne-Davis L, Cappelli T, Dexter H, Taylor M, Moffatt L & Lumsden C. (2013).

Implementing mobile learning with iPads in higher education: a large scale case study. In Mobile learning: How mobile technologies can enhance the learning experience. Universities and Colleges: Information Systems Association, University of Oxford.

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Helsinki iPad –project presentations and publications

• Airaksinen M, Hölttä-Vuori M, Pyörälä E, Hervonen H. (2015). Virtual microscopy with iPads in small groups enhancescollaborative learning. AMEE 2015, Glasgow, Scotland, UK.

• Englund J. (2013). Inkling -kirjat (Inkling books). Mobiilisti Meikussa, 18.12.2013.

• Heinonen L. (2014). Opiskelijoiden IPad -vertaistuutorointi. (Students’ iPad peer tutoring). Mobiilisti Meikussa 2, 3.12.2014.

• Hervonen H, Englund J, Masalin T, Selänne L, Viranta-Kovanen S. (2014).Hyvästi Gutenberg – iPadilla paperittomaan opiskeluun (Goodbye Gutenberg – a shift to paperless studying with iPads). Yliopistopedagogiikka 21; 2: 46-49.

• Hervonen H, Masalin T, Selänne L, Viranta-Kovanen S. (2013). Student attitudes and use of tablet computers in medical education in Helsinki. AMEE 2013, Praha, Czech Republic.

• Hölttä-Vuori M. (2015). Monipuoliset virikkeet, Essential Anatomy. (Versatile triggers, Essential Anatomy). MobiilistiMeikussa. 16.12.2015.

• Joutsenvirta T, Pyörälä E. (2015). Gender and previous studies affect students self-efficacy believes also in mobile learning. AMEE 2015, Glasgow, UK.

• Masalin T, Pyörälä E, Romanov K, Hervonen H. (2015). Diginatives of not? Medical Students stumble with mobile learning skills. AMEE 2015 , Glasgow, Scotland, UK.

• Masalin T, Hervonen H, Viranta-Kovanen S. (2014). Did iPads ruin our PBL? AMEE 2014, Milan, Italy.

• Mauno A. (2016). iPad-hanke ja opiskelijan näkökulma. (iPad project from student’s point of view). Blow your mind -seminar on mobile learning. 14.1.2016.

• Mäenpää S. (2016). Student perspective to mobile learning. Let’s Go Mobile at Meikku, Helsinki, Finalnd 1.12.2016.

• Pyörälä E, Romanov K, Masalin T, Hervonen H. (2015). Incorporating iPads into medical education fosterscollaborative learning. AMEE 2015, Glasgow, Scotland, UK.

• Pyörälä E, Masalin T & Hervonen H. (2016) Faculty of Medicine as a mobile learning community. In H Niemi & Jia Jiyou (eds.) New ways to teach and learn in China and Finland – Crossing Boundaries with technology. Frankfurt am Main: Peter Lang, s. 77-103.

• Sundvik M, Masalin T & Hervonen H. (2016) Tutors´ perceptions on the use of iPad at PBL-session. AMEE MedEdPublish 5 (2) , Paper No: 5 , DOI: http://dx.doi.org/10.15694/mep.2016.000032 .

• Viranta-Kovanen S, Laakkonen J, Hervonen H, Masalin T. (2014) Experiences from the use of iPads in anatomyteaching. AMEE 2014, Milan, Italy.

Thank you!