Graduate entry and accelerated four year programme.
GMC outcomes for graduates (updated 2018) talks about medical education keeping up with “the technologies used to diagnose, treat and manage illness” and preparing students to “use methods of communication used by patients and colleagues such as technology-enabled communication platforms…”
Following up on bright ideas.
Who are our students? Age data taken as a snapshot May 2018
Lectures for underpinning knowledge etc. vs. real world learning in NHS
Mixture and variety of cases that can occur in hospital or GP – common threads – multisystem interspecialty integration crossing primary and secondary care interfaces
This simple graphic comes in useful…
Building relationships with students and gathering data.
50% own an iPad or another tablet device
A selection of student experience comments
Changing practice at Warwick Medical School
iPads in Medical Education
Cath Fenn, Senior Academic Technologist,
MB ChB, Warwick Medical School
• Established in 2000, Warwick Medical School (WMS) is home to
the UK's largest graduate-entry MB ChB programme.
• Our four year MB ChB (Bachelor of Medicine and Surgery -
Medicinae Baccalaureus, Baccalaureus Chirurgiae) is a
challenging programme designed to help students become
highly competent and strongly motivated doctors.
About Warwick Medical School
Preparing students for foundation training
“Medical education responds continually to changes in the health of the population and
healthcare systems. And it has to keep up with developments in the technologies used
to diagnose, treat and manage illness. Medical education must also adapt to the needs
of society and be appropriately responsive to patients and the public.”
Outcomes for Graduates 2018, General Medical Council
Interesting idea, what do
our students think about
this? How could iPads
impact on their
What we need to do is
provide iPads for our
Senior Management Team
Senior Academic Technologist
• WMS accepts student
applications from Arts and
• Richly diverse backgrounds
with varied life experience.
• Age range 21 to 51 years old.
About our students
Advanced cases 1
Core clinical education
Specialist clinical placements
Advanced cases 2
Student to FY1 doctor in 4 years
• Anatomical connections
• Multiple Illnesses in one patient
• Illnesses that affect multiple systems
• Multidisciplinary teams
• Connecting theory with practice
Medical Education : Clinical Education
SSLC and beyond…
• Exploring the use of mini-iPads in Medical Education – starting
with a small scale investment
• Student digital experience tracker tool questions – updating
and developing our evidence base
Listening to our students
Phase 1 of the iPad Project - November 2017 to March 2018
Loaning out iPads to student volunteers distributed over all phases
of the course enabled me to build relationships with a range of
Embedded into this I invited all students involved in the pilot to
complete a student digital experience survey.
Yes, this was based on the JISC tracker question set with some
minor adaptations in language used and additional questions to fit
our local situation.
Student owned devices
Student owned devices used to support learning:
14% desktop computer
80% agree digital skills are important in their
70% would like digital technologies to be used
more in MB ChB.
When digital technologies are used on the MB ChB
64% understand things better
72% enjoy learning more
83% are more independent in their learning
81% can fit learning into life more easily
Note; remember this is
a self selecting group
of iPad user volunteers
71%say the university supports them to use their own
70%rate the quality of university digital provision
64%say teaching rooms are well designed for the
technologies we use.
What are we doing well?
What could we do better?
At the University
46% felt they were not made aware before starting the course what digital
skills they would need.
50% felt they were not told how their personal data is stored and used.
At the Trust and Community sites
80% reported never using a polling device or online quiz to give answers.
83% reported never using an educational game or simulation for learning.
Ideas, concerns and expectations
I am concerned
about losing it!!
My concerns are that
tablets are not pocket
sized so may be more
difficult to carry around
the hospital all day.
I’m hoping the iPads will help with clinical learning as
I can carry round the BMJ, BNF, etc. in what is
basically a pocket sized device that takes up little
When we are on clinical placement, the ability to
look up our notes, check drugs in the BNF and
complete ePortfolio tickets using just one portable
device could be really useful.
I expect for the iPad to enhance
clinical work, and to look more
professional on the wards than
using my iPhone for the same thing.
I feel the main utility of the iPad is
being able to use it in clinical areas
whilst still appearing professional in
contrast to using my mobile phone to
look information up or look at eBooks.
Changes in practice as a result of using iPads
Has improved my commute
from Birmingham, allowing me
to make more use of my time on
So far, the iPad has been really useful, I have often
avoided taking my laptop into hospital or uni as it is
too large to carry around and needs to be
connected to power. The iPad has made this much
more convenient and is also good for use in clinics
to make notes which can then be shared easily with
my clinical partner (when previously we would have
to send each other photos of our written notes).
I have found the iPad really
useful because I can have
the whole oxford handbook,
BNF, and BMJ best practice
for instant access without
carrying around all of my
So far I've found the iPad really
useful for taking notes during
patient encounters during our GP
extended patient visits, as it
means all (anonymised)
confidential info is not on paper
and doesn't need to be
The ease of being able to
write up and sync notes
has been a positive as it
means that I don't have
massive amounts of paper
lying around at home that
is useless and destined for
“I have to say that the iPad has completely changed the way I operate since we
received them a week ago. The apps that are preinstalled gave me an insight in
how to approach studying in CCE. BMJ BestPractice is an awesome resource
that I usually set up next to my laptop when I go over things so I can quickly
reference learning outcomes. iPad is a lot more portable than my computer and
I can easily take it around without carrying too many books anymore. I have
even started not printing power points since I can more easily access them. The
battery is very sturdy and I only charged it once in the past week.”
Phase II student
“I think the iPad have been an excellent addition to our learning on the wards
so far. My consultants and their teams have also been impressed. We have
mainly been in theatres and have been able to use the iPad in theatres to aid
our learning. Before the patient comes in we can have a brief overview of the
procedure and look up anything that we may be unsure on and we can look at
the drugs they are on and the medical conditions they are suffering from very
quickly and succinctly. In fact a patient the other day had a condition the
anaesthetist had not been privy to before and thanks to the iPad we were able
to look it up for him so he could be sure there were no anaesthetic
complications, this saved a lot of time and delay in the operating room.”
Phase II student
Working with clinical teams
Phase 2 of iPad project
Extending the loan period and increasing
the number of devices available to loan.
Focusing on students beyond year one
who are spending most of their time in
the clinical environment.
Thank you, if there are any areas that took your interest and
you would like to chat further please do get in touch.
Cath Fenn, Senior Academic Technologist
Pecha Kucha presentation for JISC Digital Experience Insights CoP 14/11/18