A Cardiology Handbook App to Improve Medical Education for Internal Medicine Residents: Development and Usability Study

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Abstract

Background

At most institutions, internal medicine residents struggle with balancing clinical duties and learning opportunities, particularly during busy cardiology ward rotations. To improve learning experiences for residents, we helped develop a cardiology handbook app to supplement cardiology education.

Objective

The aim of this study was to report the development, implementation, and preliminary impact of the Krannert Cardiology Handbook app on graduate medical education.

Methods

In June 2017, 122 residents at Indiana University were invited to download the digital handbook in the Krannert app. The Krannert app featured a total of 13 chapters written by cardiology fellows and faculty at Indiana University. Residents were surveyed on their self-reported improvement in cardiology knowledge and level of satisfaction after using the Krannert app. Residents were also surveyed regarding their preference for a digital handbook app versus a paper handbook.

Results

Of the 122 residents, 38 trainees (31.1%) participated in survey evaluations. Among all respondents, 31 app users (82%) reported that the app helped improve their cardiology knowledge base. The app had an overall favorable response.

Conclusions

The Krannert app shows promise in augmenting clinical education in cardiology with mobile learning. Future work includes adding new topics, updating the content, and comparing the app to other learning modalities.

Related collections

Most cited references 17

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The Smartphone in Medicine: A Review of Current and Potential Use Among Physicians and Students

Errol Ozdalga, Ark Ozdalga, Neera Ahuja (2012)

Background Advancements in technology have always had major impacts in medicine. The smartphone is one of the most ubiquitous and dynamic trends in communication, in which one’s mobile phone can also be used for communicating via email, performing Internet searches, and using specific applications. The smartphone is one of the fastest growing sectors in the technology industry, and its impact in medicine has already been significant. Objective To provide a comprehensive and up-to-date summary of the role of the smartphone in medicine by highlighting the ways in which it can enhance continuing medical education, patient care, and communication. We also examine the evidence base for this technology. Methods We conducted a review of all published uses of the smartphone that could be applicable to the field of medicine and medical education with the exclusion of only surgical-related uses. Results In the 60 studies that were identified, we found many uses for the smartphone in medicine; however, we also found that very few high-quality studies exist to help us understand how best to use this technology. Conclusions While the smartphone’s role in medicine and education appears promising and exciting, more high-quality studies are needed to better understand the role it will have in this field. We recommend popular smartphone applications for physicians that are lacking in evidence and discuss future studies to support their use.

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Smartphone app use among medical providers in ACGME training programs.

Timothy F Tirrell, Orrin I Franko (2012)

The past decade has witnessed the advent of the smartphone, a device armed with computing power, mobility and downloadable "apps," that has become commonplace within the medical field as both a personal and professional tool. The popularity of medically-related apps suggests that physicians use mobile technology to assist with clinical decision making, yet usage patterns have never been quantified. A digital survey examining smartphone and associated app usage was administered via email to all ACGME training programs. Data regarding respondent specialty, level of training, use of smartphones, use of smartphone apps, desired apps, and commonly used apps were collected and analyzed. Greater than 85% of respondents used a smartphone, of which the iPhone was the most popular (56%). Over half of the respondents reported using apps in their clinical practice; the most commonly used app types were drug guides (79%), medical calculators (18%), coding and billing apps (4%) and pregnancy wheels (4%). The most frequently requested app types were textbook/reference materials (average response: 55%), classification/treatment algorithms (46%) and general medical knowledge (43%). The clinical use of smartphones and apps will likely continue to increase, and we have demonstrated an absence of high-quality and popular apps despite a strong desire among physicians and trainees. This information should be used to guide the development of future healthcare delivery systems; expanded app functionality is almost certain but reliability and ease of use will likely remain major factors in determining the successful integration of apps into clinical practice.

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‘It's on my iPhone’: attitudes to the use of mobile computing devices in medical education, a mixed-methods study

Sean Wallace, Marcia Clark, Jonathan White (2012)

Objective The last decade has seen the introduction of new technology which has transformed many aspects of our culture, commerce, communication and education. This study examined how medical teachers and learners are using mobile computing devices such as the iPhone in medical education and practice, and how they envision them being used in the future. Design Semistructured interviews were conducted with medical students, residents and faculty to examine participants’ attitudes about the current and future use of mobile computing devices in medical education and practice. A thematic approach was used to summarise ideas and concepts expressed, and to develop an online survey. A mixed methods approach was used to integrate qualitative and quantitative findings. Setting and participants Medical students, residents and faculty at a large Canadian medical school in 2011. Results Interviews were conducted with 18 participants (10 students, 7 residents and 1 faculty member). Only 213 participants responded to the online survey (76 students, 65 residents and 41 faculty members). Over 85% of participants reported using a mobile-computing device. The main uses described for mobile devices related to information management, communication and time management. Advantages identified were portability, flexibility, access to multimedia and the ability to look up information quickly. Challenges identified included: superficial learning, not understanding how to find good learning resources, distraction, inappropriate use and concerns about access and privacy. Both medical students and physicians expressed the view that the use of these devices in medical education and practice will increase in the future. Conclusions This new technology offers the potential to enhance learning and patient care, but also has potential problems associated with its use. It is important for leadership in medical schools and healthcare organisations to set the agenda in this rapidly developing area to maximise the benefits of this powerful new technology while avoiding unintended consequences.

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Author and article information

Contributors

Pantila V Bateman:

ORCID: https://orcid.org/0000-0002-5809-2513

Krannert Institute of CardiologyIndiana University School of Medicine1801 N Senate Blvd, Suite 4000Indianapolis, IN, 46204United States1 31727409951 3179622501pvanicha@iu.edu

Journal

Journal ID (nlm-ta): JMIR Med Educ

Journal ID (iso-abbrev): JMIR Med Educ

Journal ID (publisher-id): JME

Title: JMIR Medical Education

Publisher: JMIR Publications (Toronto, Canada )

ISSN (Electronic): 2369-3762

Publication date Collection: Jan-Jun 2020

Publication date (Electronic): 16 April 2020

Volume: 6

Issue: 1

Electronic Location Identifier: e14983

Affiliations

[1 ] Indiana University School of Medicine Indianapolis, IN United States

[2 ] Krannert Institute of Cardiology Indiana University School of Medicine Indianapolis, IN United States

Author notes

Corresponding Author: Pantila V Bateman pvanicha@ 123456iu.edu

Author information

Asad Torabi https://orcid.org/0000-0002-1011-0209

Abhishek Khemka https://orcid.org/0000-0002-2976-7104

Pantila V Bateman https://orcid.org/0000-0002-5809-2513

Article

Publisher ID: v6i1e14983

DOI: 10.2196/14983

PMC ID: 7193443

PubMed ID: 32297866

SO-VID: 3f9b1c05-c5ef-4b30-b27a-cc0b49daf3e0

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution License ( https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.jmir.org/, as well as this copyright and license information must be included.

History

Date received : 9 June 2019

Date revision requested : 16 December 2019

Date revision received : 24 January 2020

Date accepted : 7 February 2020

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