The art of note taking with mobile devices in medical education

Show simple item record Pyörälä, Eeva Mäenpää, Saana Heinonen, Leo Folger, Daniel Masalin, Teemu Hervonen, Heikki 2019-04-23T10:01:02Z 2019-04-23T10:01:02Z 2019-04-02
dc.identifier.citation Pyörälä , E , Mäenpää , S , Heinonen , L , Folger , D , Masalin , T & Hervonen , H 2019 , ' The art of note taking with mobile devices in medical education ' , BMC Medical Education , vol. 19 , 96 .
dc.identifier.other PURE: 124057365
dc.identifier.other PURE UUID: 4d2978a3-b0e6-4577-b943-80b8215381d6
dc.identifier.other WOS: 000463672200002
dc.identifier.other Scopus: 85063805667
dc.identifier.other ORCID: /0000-0002-2474-2434/work/56835258
dc.identifier.other ORCID: /0000-0001-6114-7960/work/67135286
dc.description.abstract BackgroundStudents use mobile devices extensively in their everyday life, and the new technology is adopted in study usage. Since 2013, the University of Helsinki has given new medical and dental students iPads for study use. Simultaneously, an action research project on mobile learning started focusing on these students' mobile device usage throughout their study years. Note taking is crucial in academic studies, but the research evidence in this area is scarce. The aims of this study were to explore medical and dental students' self-reported study uses of mobile devices and their best practices of mobile note taking.MethodAn action research project began in 2013 and followed the first student cohort (124 medical and 52 dental students) with iPads from the first until the fifth study year. We explored students' descriptions of their most important study uses of mobile devices and their perceptions of note taking with iPads. The longitudinal data were collected with online questionnaires over the years. The answers to open-ended questions were examined using qualitative content analysis. The findings were triangulated with another question on note taking and focus-group interviews.ResultsThe response rates varied between 73 and 95%. Note taking was the most frequently and consistently reported study use of iPads during the study years. While taking notes, students processed the new information in an accomplished way and personalised the digital learning materials by making comments, underlining, marking images and drawing. The visual nature of their learning materials stimulated learning. Students organised the notes for retention in their personalised digital library. In the clinical studies, medical students faced the teachers' resistance and ambivalence to mobile device usage. This hindered the full-scale benefit of the novel technology in the clinical context.ConclusionsEfficient digital note taking practices were pivotal to students in becoming mobile learners. Having all their notes and learning materials organised in their personal digital libraries enabled the students to retrieve them anywhere, anytime, both when studying for examinations and treating patients in the clinical practice. The challenges the medical students met using mobile devices in the clinical setting require further studies. en
dc.format.extent 10
dc.language.iso eng
dc.relation.ispartof BMC Medical Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Note taking
dc.subject Mobile learning
dc.subject Digitality
dc.subject Annotation
dc.subject Medical and dental students
dc.subject NOTE-TAKING
dc.subject TECHNOLOGY
dc.subject CURRICULUM
dc.subject LEARNERS
dc.subject 516 Educational sciences
dc.title The art of note taking with mobile devices in medical education en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Life Science Education
dc.contributor.organization The Centre for University Teaching and Learning (HYPE)
dc.contributor.organization University Management
dc.contributor.organization Director and Common Matters
dc.contributor.organization Clinicum
dc.contributor.organization Centre for Information Technology
dc.contributor.organization Common Matters
dc.contributor.organization Medicum
dc.contributor.organization Department of Anatomy
dc.contributor.organization HUS Perioperative, Intensive Care and Pain Medicine
dc.contributor.organization Teachers' Academy
dc.description.reviewstatus Peer reviewed
dc.relation.issn 1472-6920
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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