This document describes a study that developed an elective course on mobile health (mHealth) informatics for first-year medical students. The course aimed to address the lack of mHealth teaching in the crowded medical curriculum. It used experiential learning methods grounded in adult learning theory. Students worked in teams to investigate and critique mHealth apps and tools. Self-reflection found that the course needed clearer expectations, technical support, and funding for app access. Student engagement was high but formal evaluation was limited. Lessons included the need for evaluation, champions, transparency, flexibility, resources, and technical expertise to support mHealth education.

1. Medicine, Nursing and Health Sciences
Learning the game
A creative approach to mHealth informatics in
medical education
Ms Jennifer Lindley & Dr Juanita Fernando
HINZ Conference, 20th October 2015

2. Part 1
The program and its theoretical underpinning
June 2015PACTS MEERG 2

3. What was the problem?
 Placements
 Lack of eHealth teaching (mHealth)
 Anecdotal evidence of impacts
 Dispersed student clinical and education
experiences
 Crowded curriculum
 Hidden curriculum - “too hard” “no expert”
interpreted by students = “not important”
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4. What was the problem 2
The majority of
Australian
medical
schools have
no explicit
mHealth
curriculum.
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Medical
registration
Medical
education
WIL
placements
Professional
requirement
Research
pervasive
mHealth
practice

5. Curriculum aims –
Computer games & applications for health & wellbeing
To improve effective digital learning and teaching on mHealth in pre-vocational
primary health care courses in Australia to equip graduates with the skills for
professional digital practice. Our specific goals were to:
October 2015HINZ Conference, Christchurch, NZ. 5
Design an mHealth elective pre
work integrated training -
practice placement (champions)
Pilot an elective for first year
undergraduate medical learners.
Utilize self-reflective methods as
quality improvement process

6. Learning Theory to maximise impact: 1
Billet & Pavlova (2005)
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Beginner Learner
“agental”
• Authentic &
experiential learning
• Community of
knowing
• Building on prior
knowledge and
experience
• Design learner driven
Beginner Learner’s
situational perception is
limited
• Instances/Cases
• Subjective
• Field-Force analysis
development
Beginner Learner
discretionary
judgement
• Independent critical
users
• Continually negotiated
• Astute, confident
decisions on use for
clinical context

7. Learning Theory to maximise impact: 2
Adult Learning Theory
 Learner brings experience
Builds on existing knowledge (social and academic)
 The learner is self directed
Options for choice in how the learning is applied
 Deeper learning with problem-centred learning
Self direction through instances/cases
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8. Intervention (15 – teams of 3)
Titles
• Introduction
• Eval tools
• Games
• Phone apps
• Social networks
• 3D applications
Focus
• Web site tours
• Practice cases
• Usability
• Guest presentations
• Force-field matrices
Type
• Technical skills quiz
• Discussion, lrge and
sml group
• Force-field analysis
own tool
• Problem solving
and own practice
• Assessment
presentations
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9. Student Presentations
1 Gaming and Addiction
2 3D Anatomy Apps
3 Medical Smartphone Apps
4 The Usability of Online Brain-Training Apps
5 Investigating and Critiquing the Relationship Between
Electronic Games and the Onset of Dementia
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10. Part 2
Results and discussion of our learning
June 2015PACTS MEERG 10

11. Results
Enrol
• ½ indicated active interest in mHealth practice
• Remainder said it was the only interesting option left them
Tech
quiz
• Many novice users of mHealth for practice or education so teams incl tech savvy learner
• Few owned or had access to devices –borrow
• Students mislead by program title
• More explicit explanation of content, assistance with access to technology, basic use skills
• “On-the-run” audit and modification
Apps
• Student choice
• App choices limited to free, open source apps
• No useful free apps
• Could connect to Internet from classroom
Team
reports
f/n
• Force-field matrix analysis & critique: fitness of purpose
• Ongoing self-managed team evaluative instruments developed outside of class and around first clinical
placement
• Educator required: ways to show presentation files in various formats
Experts • Student engagement palpable
June 2015PACTS MEERG 11

12. Results of self-reflection for quality
improvement education
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… After each teaching session ...
• Assistance with access to digital technology and the
development of basic skills in its use by health prof.
• Funds required for app purchases
• Contextual training to students outside elective
sessions as required.
• Force-field analysis embedded
• Independent learner workshops to analyze and
evaluate the mHealth apps
• Additional training outside elective

13. Discussion of key results
 No formal evaluation- study limitation!
 No existing evidence in the literature for comparison
 Unique elective
 “Agental”, active participation in development
 Continuous learner evaluation
 Flexibility to modify “on-the-run”
 Ongoing collaborations
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14. Lessons learned
1. Formal evaluation process- pre and post session
and elective diaries?(Feedback loop)
2. Expertise and champions
3. Clearly transparent title
4. Ability to be flexible and rapidly adjust program
5. Explicit content
6. Adequate resourcing – devices & apps
7. Technical expertise on the ground
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15. Final comments
 Possible to include eHealth in crowded curriculum
 Demonstrated mHealth potential to students at a point
where ready
 Student practice and placement skill set expanded
 Collaborations with champions
 HI research projects
 Scope of universities to properly resource HI curriculum ?
 15 students so findings indicative of need for further
research
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16. Our thanks
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 Dr Chris Bain
 Dr Kaihan Yao
 Mr Mick Foy
 ACHI Members and Fellows (MACHI & FACHI)