The Graduate Entry Medical School (GEMS) needed a more flexible and immersive learning environment for its students. Using iPads with 3D anatomy apps and a learning management system, iConnect delivered a mobile learning solution. Each of GEMS' 150 students received an iPad preloaded with anatomy apps, allowing them to access 3D models anywhere. iConnect provided training and ongoing support. The new solution saved students time and enabled learning anywhere, creating a more effective learning experience.

1. GEMS:
CASE STUDY
LUCY PAYNE
CREATING CLIENT VALUE THROUGH CROSS FUNCTIONAL COLLABORATION
© LUCY PAYNE 2017

2. | Case Study: GEMS2
BACKGROUND
PROBLEMCLIENT SUMMARY
Students on the Graduate Entry Medical School
(GEMS) programe used large anatomy
textbooks and physical anatomy models in
order to learn the anatomical systems of the
body.
The existing approach resulted in constraints
on learning flexibility i.e. when & where
learning occurred in addition to reduced
learning efficiency, i.e. time taken.
Students were relying on learning methods that
restricted their ability to access information in
the manner that best suited their needs.
The Graduate Entry Medical School (GEMS)
programme is a four-year medical degree open
to graduates from any discipline.
It aims to produce doctors who are well
equipped to meet the existing and emerging
needs of the society in which they work.
During the four years of study, students will be
taught the basic medical and clinical sciences
necessary to form the basis for postgraduate
training and for a career in any branch of
medicine.
The Graduate Entry Medical School (GEMS)
needed to create a more immersive &
flexible learning environment for students.
As an innovative leader in medical
education, learning delivery needed to
reflect 21st century methods in order to
maximise the student experience.
As an Apple Premium Reseller, iConnect
came on board to determine what potential
solutions could be offered based on the
clients needs.
© LUCY PAYNE 2017
To learn more about GEMS visit:
https://www.ul.ie/gems/

3. | Case Study: GEMS3
CHALLENGE
© LUCY PAYNE 2017
Is there a better alternative to Textbooks?
Textbooks have served their place in the 20th Century
delivery of Anatomy. However, they prove very limited when
it comes to imparting knowledge in relation to
3-dimensional anatomical structures. The ability to observe
structures from a variety of angles and positions is simply
not possible. In addition, they are cumbersome to carry
around throughout the course of the day.
Is there a better alternative to Anatomical Models?
The next best alternative to books are anatomical models. Whilst
they do prove beneficial in terms of their ability to view
anatomical structures 3-dimensionally, students are limited to
using them during class times. There are no options to use
anatomical models after class, for example during personal study
times. Students would greatly benefit from having increased
exposure to 3-dimensional models in preparation for practicals &
examinations.
Is it possible to create a more immersive learning
environment on demand?
Given that the nature of the course places a high emphasis on
visual learning, is a there a more innovative way to experience
anatomical organs in relation to surrounding structures? With
approx 150 students on the GEMS programe, Tutors need to
factor in the visual impact of any potential alternatives.
GEMS needed to answer the following questions:

4. | Case Study: GEMS4
MY ROLE
© LUCY PAYNE 2017
Customer Relationship Management:
Managed & developed strong client relationship
inclusive of sales & negotiation process
Analysis of business problems/needs
Conducted comprehensive needs finding. Utilised
empathy/listening skills as part of this process
Customer centric solutions
Formulated solution in cooperation with client &
team to deliver optimum outcomes
Organisational Alignment
Liased between client, various departments &
support services including 3rd party app
developers
Cross-functional team leadership
Led the team to successfully deliver the project by
using strength-based skills collaboration
Training Delivery
Presented training to 150 students & staff
during on-boarding & training day Delivering training to GEMS Students during on-boarding at the University of Limerick

5. | Case Study: GEMS5
SOLUTION
© LUCY PAYNE 2017
PHASE 1: HARDWARE & SOFTWARE
Based on the needs of the client the proposed solution was as follows:
Mobile Learning System: Integration
of a flexible, immersive & interactive
mobile learning system to enrich the
student learning experience
Hardware: Each student would
receive an iPad Mini-4. This device
would be pre-configured for apps &
software specific to the GEMS course
Pre-configured Apps & Software:
3D4Medical (Complete Anatomy) &
Firecracker (Learning Optimisation
System)
Lightbulb Icon designed by Simplecon, iPad Icon designed by Icon Works, Apps Icon designed by Smashicons from www.flaticon.com

6. | Case Study: GEMS6
SOLUTION
© LUCY PAYNE 2017
PHASE 2: TEAM
LUCY PAYNE
BUSINESS DEVELOPMENT
MANAGER
CONNACHT REGION
PAULINE NYHAN
SENIOR ENGINEERING
MANAGER
MUNSTER REGION
SENIOR SERVICE
ENGINEER
MUNSTER REGION
TECHNICAL SUPPORT
ENGINEER
LEINSTER REGION
DEREK
O'SÚILLEABHÁIN
SHAUN
SCAMMELL
SHIRLEE
KELLY
PROCUREMENT
MANAGER
NATIONWIDE
This project was delivered by a five-person cross-functional iConnect team in conjunction with specialist third party
medical app developers. The team responsible for delivery was as follows:

7. | Case Study: GEMS7
SOLUTION
© LUCY PAYNE 2017
PHASE 3: ONBOARDING & TRAINING
Upon agreement of purchase the sequence of events including team member(s) responsible for each stage of delivery is outlined below
Purchased: Devices were purchased from
chosen vendor. All serial no's were enrolled
onto the GEMS Device Management System
Delivery: 150 iPad mini-4's were delivered to GEMS
at the University of Limerick in preparation for on-
site deployment & training
Pre-configured: All devices were loaded with
course specific apps & software. Each student
received their designated iPad mini-4.
Ongoing Support: After the on-boarding &
training day was completed, the support team
was available for any ongoing queries.
Training: A full day of training was delivered
which guided all students through set-up and how
to optimise use of all hardware & software
Assigned: Once device was switched on, it logged
onto network, recognised serial no and displayed all
necessary information assigned to that year group
Procurement Business Development
PRE-CONFIGURED
ASSIGNED
TRAINING
ON-GOING SUPPORT
PURCHASED
DELIVERY
Technical Procurement Technical Technical

8. | Case Study: GEMS8
RESULTS
© LUCY PAYNE 2017
NEW FORMS OF VALUE
SAVES TIME: provided 3-dimensional representations of anatomical
structures that were significanrtly faster to locate & easier to compare
& contrast
Our team successfully delivered a mobile learning system to 150 students that:
ACCESS: Facilitated multiple learning scenarios through an interactive &
immersive learning experience. One that allowed for flexible learning on
the go, anywhere, anytime
COMMUNICATIONS: Enabled stronger communication channels between
tutors & administrators to create a greater learning experience for all
students across each year of the programe
Clock Icon designed by Icon Works, Key Icon designed by Yannick, from www.flaticon.com

9. | Case Study: GEMS9
CONCLUSION
© LUCY PAYNE 2017
Prior to the outlined solution, content delivery on the GEMS program reflected a 20th century learning model. This
approach failed to consider the changing needs of today's medical student population.
Due to the successful delivery of the Mobile Learning Solution, GEMS students now partake in an unparalleled
learning experience reflective of an education provider at the forefront of 21st century learning.
Students are now better prepared than ever to meet the emerging needs of medicine particularly in relation to
ongoing technological advancements.
The Graduate Entry Medical School now has a uniquely practical and interactive approach to learning which shapes
exceptional individuals who contribute in a positive way to the world of medicine. This makes for a bright future for
the GEMS alumni.

10. | Case Study: GEMS10
LEARN MORE
© LUCY PAYNE 2017
If you would like to learn more about this project or other projects I have been
involved in, please feel free to connect with me on LinkedIn
linkedin.com/in/lucy-payne