This document discusses the use of mobile learning technologies to support medical education at the University of Leeds. It outlines challenges of supporting students who spend time off campus in clinical practice. It describes how an iPhone program allows students to access medical content, complete assessments, and record reflections while on placement. Over 10,000 formative feedback items were recorded in one year. Students found value in the ongoing learning resources and feedback. Clinicians observed more engaged students and enhanced clinical learning opportunities.

1. School of Medicine Technology Enhanced Learning
University of Leeds
Using MyProgress in Workplace Based Assessment, Small
Group teaching and Peer Assessment.
Gareth Frith
Technology Enhanced Learning Manager, School of Medicine
g.s.frith@leeds.ac.uk
June 2015

2. Innovation in portfolio and mobile
learning for Medical undergraduates
Leeds Institute of Medical Education
University of Leeds

3. Supporting medical education with technology
Challenges for students and staff
Students spend a large amount of time off campus in clinical practice
Students need access to systems from clinical practice e.g. VLE / timetable
Students need to get good and immediate assessment and feedback
Opportunities for student to be assessed and follow patient cases
Opportunities for students to observe specific conditions
Students need to rehearse responses - e.g. for OSCE or real situations
Students learn in different individual ways

4. Undergraduate Medicine in Leeds - MBChB
Five or six year course - 260 students per year
New Curriculum launched in 2010
IDEALS and RESS - developing skills to be leaders
Students are learning in hospitals, clinics and the
community
Work based practice crucial to success
New clinical placements:
• Year 1 & 2 – Primary & Secondary Care
• Year 3 – Elderly Medicine & Special Senses (2012)
• Year 4 – Acute & Critical Care; Cancer & long term care
• Year 5 – Assistantships and transitions to practice
Mobile Learning supports learning and assessment

5. Small Group Teaching
IDEALS and RESS
IDEALS (innovation, development, enterprise, leadership and safety)
RESS (research, evaluation and special studies)

6. IDEALS and RESS
• Professional and research aspects of a medical career
• Taught as small groups for 12 to 15 students per group
• longitudinal over 3 years
• Portfolio is a key elements of teaching
• Exercises set through the portfolio
• Tutor gives feedback through portfolio

7. Peer Feedback
• Passport for progression at end of each term
• Peer feedback functionality
• Blind feedback within group

8. Mobile Learning in work-based Practice

9. Leeds placement locations

10. Why Mobile MBChB?
Where are our students coming from (educationally, technologically,
culturally)?
What might they look like (and be doing as doctors in 2015-2020?)
What are doctors using mobile for at present?
• Apps
• iPads
• Hard wired

11. Why Mobile Learning?
Helping Students become better doctors
Support of MBChB Students in practice
Near patient experience
Access to medical information
Assessments undertaken with practice professionals
Reflection, evidence and assessment outcomes recorded and
sent to an e-portfolio

12. Mobile Learning Delivery
Provide access to published medical content
from practice
Provide a number of assessments that can
be completed as self assessment or with
practice professional
Provide a method of recording assessment
outcomes and publishing them through the
e-portfolio for CPD and Lifelong Learning

13. Solution
Each Year 4 and Year 5 medical student is loaned
an iPhone 5 which they can use as their device
(260 each year)
Medical Content such as the Oxford Handbooks
(standard Medical texts) and the BNF
(prescribing manual).
Applications for assessment of students
O2 3G Network with unlimited broadband and
voice and txt

14. Dr Companion
BNF
Oxford Handbook titles
Delivered by Medhand
Other apps
RRAPID
OSCE Toolkit
Instant ECG
Medscape
Medical Content

15. Apps for Assessment and
Learning

16. Reflection Tools
Reflection and recording of evidence
through progress file.
Publishing to e-portfolio (private and
public)
either Assessment for Learning
(formative) or Assessment for
Progression (summative)
Delivered by MyKnowledgeMap

17. Feedback

18. Assessment Tools
Based on the ALPS assessment suite
of inter-professional assessments
Others which prepare for postgraduate
medicine such as:
miniCEX - mini Clinical examination
Work Place Based Assessment

19. 10,655
Number of items of formative feedback recorded by students from
clinical and healthcare professionals in academic year 2013 / 2014

20. 10,655
276 year 5 students completed 3514 MiniCEX assessments
269Year 4 students completed 7141 Workplace Based
Assessments

21. Assessment Tools
Learning Suite application (lecturers can
build their own assessment questions)

22. The e-portfolio - The progress file
Space for reflection
Space for recording evidence
Space for publishing assessment outcomes
preparing for Life Long Learning
developing skills for CPD
key tool for Mobile learning
Mapping to Tomorrows Doctors

23. Some Outcomes

24. Students Views

25. GP Clinical Teacher
MiniCEX
“I think we always did give feedback, but actually this just
formalises it and makes you do it really, and makes the
student really ask for specific feedback, so I think that’s really
good, and it makes it timely because you are doing it you
know at the end of, shortly after seeing the patient (GP
clinical teacher)

26. F2 doctor - non Leeds Graduate“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate)
E-Portfolio
“And I also think from a foundation point of view for the future
portfolio, well the portfolio I do at the moment, the more exposure
you get earlier on as a student, it makes it easier for you to
understand what an e-portfolio is, and makes your own portfolio
better. Because when I started my foundation year we hadn’t done
any electronic evidence, it was quite an adjustment to make.” (F2
Doctor – non-Leeds graduate)

27. F2 Doctor - Graduated 2011“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate)
Mobile Learning
“It’s definitely changed the way that I use my mobile now and
use technology now to learn, to have like ongoing learning
whilst working, and I think sort of that the resources are
endless which is what I quite like, and there are still things
that are out there which I know would help me in my career
that I haven’t found yet or downloaded yet, so it’s quite good
to know that I have this sort of endless resource out there to
use.”

28. What did the students think?
On Dr Companion:
It’s like learning to drive, you wonder how you coped before you could
drive. I mean I’ve been onto placement and I remember specifically a
day when I forgot my phone, and I felt like I was without an arm, not
because I couldn’t text but because I didn’t have my Dr Companion app
or something that I could just pick up. You forget how reliant actually
you do become on them.
Year 5 student

29. Success - Programme View
Programme
• Enhancing our assessment for learning + profiling
• Encouraging open book / ‘look up, practice and record’
• Which clinical staff are assessing – and what is feedback
like?
Students & Unexpected developments
• Value of near patient encounters and feedback/supervision
• Breaking down barriers with others
• Remote usage - revision and preparation

30. Success - Clinical view
Enhancing clinical practice learning (cf. postgrad)
• More engaged students
• ‘Upping the stakes’ of a clinical encounter
• Value of seeing positive feedback loops
Opportunistic
• Students increasing self select – ‘Can I do’
• Better use of everyday material
Resources
• We use them as much as the students!

31. Questions?