Development and delivery of an interdisciplinary course in mobile health (mHealth)
| Autor: | Brent I. Fox, Joshua C. Hollingsworth, David Umphress |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Telemedicine
Educational measurement 020205 medical informatics Computer science Context (language use) 02 engineering and technology Pharmacy 03 medical and health sciences 0302 clinical medicine Nursing Software Design Health care ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine General Pharmacology Toxicology and Pharmaceutics Program Development mHealth business.industry Problem-Based Learning United States Problem-based learning Education Pharmacy Informatics Workforce Interdisciplinary Communication Educational Measurement business |
| Zdroj: | Currents in pharmacy teachinglearning. 9(4) |
| ISSN: | 1877-1300 |
| Popis: | Background Interdisciplinary practice is a primary focus within the United States health care system. Despite the existence of interdisciplinary educational efforts in pharmacy for many years, the practice only recently entered mainstream health care education. Informatics offers interdisciplinary educational opportunities. Mobile health (mHealth), an informatics sub-discipline, is the use of mobile devices for health and wellness activities. We used the mHealth domain as the context for an interdisciplinary learning experience for pharmacy and computer science and software engineering (CSSE) students. Educational activity Educational activities focused on creating an mHealth course sequence and an mHealth application (app). Students worked in teams to complete various assignments, including developing and presenting a course proposal, building a purchase plan for mHealth equipment, developing an mHealth app prototype, delivering a disease state presentation (pharmacy students only), developing use case scenarios (CSSE students only), and completing peer evaluations. Critical analysis of the educational activity Course evaluations were only available from pharmacy students. They indicated an overall favorable rating (mean 3.27–3.55; 4=strongly agree). Survey data collected after students entered the workforce indicated that students felt better prepared than their colleagues to work with individuals from other disciplines (mean 4.82; 5=strongly agree). Students also indicated using the knowledge from course proposal development in their careers (mean 4.27; 5=strongly agree). Through team interactions, students learned from each other while overcoming challenges related to terminology and content areas. Skills learned through team interactions reflect real-world processes and are expected to support students’ future professional responsibilities. |
| Databáze: | OpenAIRE |
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