Investigating Medical Student’s Technology Habits

May 5, 2010

My previous postings involved uses of technology in medical school curriculums. For this blog I am investigating if medical students are prepared for the technology infusion programs and how receptive students are to online learning management systems.

Many medical schools are in the process of constructing technological add-ons to support of content delivery. Technology has advanced so much that clinical simulations programs have evolved to the point where the software can provide instant feedback to students and instructors. The customized formats of on-line learning systems can be personalize by the instructor and developed into an individualized lesson plans for the students. This interactivity of on-line content delivery has created a paradigm shift in the relationship between students and teachers. Using technology and simulation resources in medical schools is preparing students to use the interactive, individualized and informative environment as a way to prepare for post-graduate activities, like treating patients or even adapting to the proposed changes in healthcare reform.

So, were the students ready for the technology infusion? Emory School of Medicine in Atlanta, Georgia created an Information Technology committee to investigate the medical school program of study during the 2004-05 scholastic year. The group’s recommendation was made to reform the program to include technology and simulation activities into the 2007-08 academic year. The committee members included a wide spectrum of individuals such:

Clinical and basic science faculty, librarians, IT staff, students,
University Administrators from the medical and nursing schools,
And affiliated hospitals.[1]

The committees where further divided into 6 general committees:

1. Learning spaces and technology infrastructures
2. Clinical enterprise
3. Office of Medical Education needs and perceptive
4. Student needs and perspective
5. Simulation
6. Library
7. Bioinformatics

Collectively the committee created a survey to examine demographics, existing technology intelligence, and attitude towards technology and simulation. The survey was sent to 440 medical students, out of which 214 questionnaires were returned, thus creating a response rate of 49%. The mean age was 25.7 years and was compromised of 54% male and 46% female. The class breakdown was 34% freshman, 31% sophomore, 18% juniors and 17% seniors who contributed to the survey.

Although the medical school did not require laptop equipment as a student aid, over 75% of the students owned them. Charted below is the breakdown of the weekly computer usage of the medical students.

Furthermore, the survey revealed little use of simulation technology employed in medical school courses during the 2004-05 academic school year.

Further committee discussion identified a few emerging trends to be included in medical school training.

1. Student’s dependence on technology and group learning
2. Lack of student confidence in medical informatics
3. Demand for simulation clinical technologies
4. Technology application for academic and personal use
5. Portable technology devices for wireless connectivity
6. The need to develop flexible platforms for emerging technologies

A series of questions in the survey inquired about the students opinions on how technology and simulation programs could facilitate learn processes with the medical school courses. More than 50% of the students believed technology would helped them with a ‘greater ability to recall information learned’, over 70% assumed technology would ‘builds confidence and knowledge in areas where students are less confident’, over 80% alleged technology ‘allows students to practice fundamental skills and receive feedback before entering the clinical environment’ and over 85% of the strongly thought technology infusion with medical school programs would ‘identifies strengths and weakness’ of the student.

Inclusion, medical students anticipate the use of technology to be included within their program of study. Incoming students are tech savvy; coming to school with technology skills learned through years of computerized social interaction. Medical schools around the country should be prepared to instruct and simulate the incoming classes through technology involvement built into the curriculum.

[1]

Assessment of student learning behaviors to guide the integration of technology in curriculum reform, Information Services, IOS Press, DOI 10.3233/ISU-2009-0591