Healthcare: mobile learning success stories
•Transferir como PPTX, PDF•
0 gostou•756 visualizações
Lars Hyland presented a session at ‘Mobile learning: the real deal’ with examples of mobile apps within healthcare and higher education sectors. See the video of Lars' presentation here - http://www.youtube.com/watch?v=l_3HcclkGto
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (13)
Semelhante a Healthcare: mobile learning success stories
Semelhante a Healthcare: mobile learning success stories (20)
Mais de Epic
Mais de Epic (20)
Último
Último (20)
Healthcare: mobile learning success stories
- 1. Healthcare: mobile learning success stories @HEAcademy @epictalk For all the latest news about the event follow us on Twitter @epictalk @HEAacademy and use the hashtag #mRealDeal Lars Hyland Epic
- 2. Mobile in healthcare Developed markets: 100% mobile penetration By 2014: Africa (82%) Asia-Pacific (98%) Latin America (119%) “Mobile health stands at a significant inflection point” #mRealDeal @HEAcademy @epictalk
- 4. Segment Applications Education and awareness Raise general health awareness in patients/people. Remote data collection Gathering health data from a variety of regions through a central database or HUB. Remote monitoring Following outpatient health status of patients (SMS, social media). Enable healthcare providers to send questions to field specialists for difficult diagnoses. Communication and training for healthcare workers Latest health updates and share knowledge among healthcare providers through continuing medical education. Disease and epidemic outbreak Live data streams and crowd-sourced data gathering that indicate how a disease is spreading. Diagnostic and treatment support A first aid app for casualties, checklists for treatment. Algorithm-based apps to aid diagnosis of diseases. Personal well-being Diet follow-up to stay in shape. Keeping track of personal workouts, blood pressure, heart rate, etc. http://www.learningsolutionsmag.com/articles/1162/mobile-learning-supports-global-health
- 6. “I am a fast-response paramedic in London who was called to a category one call at a school. A student with this app used it to revive the patient. If this app was not out there, then there would be one less person in the world.” @HEAcademy @epictalk #mRealDeal
- 7. NHS IQ: Performance support Communication of information in a clinical setting – job aid ‘in your pocket’
- 8. Multi-device learning for healthcare workers @HEAcademy @epictalk #mRealDeal
- 10. @HEAcademy @epictalk “It’s very well having it to look at theory behind the practice but at the end of the day, we’re practical people.” S Merrick, Staff Nurse, Critical Care #mRealDeal
- 13. @HEAcademy @epictalk NHS South Central Original pilot apps #mRealDeal
- 14. NHS performance support FREE to download from iTunes App Store and Android Marketplace
- 15. @HEAcademy @epictalk Adult drug calculations NHS Performance Support Compatibility of injectable medicines #mRealDeal
- 16. @HEAcademy @epictalk Adult drug calculations NHS Performance Support Compatibility of injectable medicines #mRealDeal
- 17. NHS South Central Health and safety Needs to support different LMS platforms... ...but all need to track assessment results. FREE to download from iTunes App Store and Android Marketplace
- 18. UK universities Multi-device training for staff and researchers @HEAcademy @epictalk #mRealDeal
- 19. Higher Education Information Security Suite Collaboratively developed with five UK universities... ...but all use different platforms and devices. @epictalk @HEAcademy #mRealDeal
Notas do Editor
- Holding slide, presentation not in yet
- Design challenges and features Discuss basic design and demo course? Or screenshots Primary challenge was how we could represent the highly detailed images of rhythm strips ECGs and algorithms with medical accuracy. These aren’t, on the face of it, the most exciting content images you’ll see in e-learning courses, but the fact is that the detail shown in these simple strips saves lives. Being able to examine these in detail was imperative to making the solution work – learners needed to be able to see a large enough portion of the strip that a pattern (or lack of it) was apparent, but also required the ability to focus right in, to the point where you can count the number of squares between a specific spike and the next. Not only that, but we had the technical constraints of making this work inside a Moodle window, on PC, on iPad and on mobile phone (the screen dimensions of each varying dramatically, plus the ways in which you can interact with the technology). Our solution was a series of zoom features that worked on rollover on the PC and opened larger images on tablet and mobile phone that could then be zoomed in on to view in detail. These were available on all the rhythm strips, the ECG scans and the algorithms shown on the supporting tabs Then there was the challenge of getting the right images in the right place – without technical training, a lot of the rhythm strips look very similar – (for example, we had a diagram that a graphic artist remade to make it look cleaner for screen delivery – an arrow got moved a matter of millimetres but this actually made the diagram dangerous – not something our graphic artist would have realised – but if a shock was delivered at that exact time the patient would have died. This really brought home the need for minute detail and we had to adapt our processes to build in extra review phases to make sure that everything was medically accurate – it’s not often that e-learning becomes an issue of life or death, but this actually was!) We worked very closely with the RCUK SMEs who put a lot of time into making sure everything was really accurate. In order to analyse rhythm strips in the scenarios we created a bespoke screen type that features the rollover zoom. Learners view the strip and consider the scenario explanation, before being asked to answer five or six specific questions that allow the learner to identify the type of rhythm they are seeing presented. These questions work best when grouped. Epic designed a staggered question set, where yes/no questions became active in groups. Feedback was given for each group of answers. These formed a key part of the scenario challenges. Another bespoke feature was the e-lecture – this was really important to convey some of the most important, highly technical content – as we have seen, this lecture style also appeals to the learners, as highlighted in the focus group feedback. It lets the people who present the lectures in the previous f2f training actually present on the e-learning platform – building bridges between the e-learning and the practical part of the course. It also allowed the presenter to free up some time, so that their energy could be directed at the practical demonstrations on the f2f element. E-lecture also features a ‘jump to’ navigation at the bottom of the screen, allowing learners to move with ease to find a specific area of the content without having to sit through the lengthy presentation if they have already completed the topic. This was adapted for the Smartphone offering and the small screen size by keeping the audio but removing the video window, and running this in conjunction with the presentation slides. Selecting images from the slides would pause the video automatically while the images is explored. Information anytime, any place KATH Show course on iPad/iPhone if there is WIFI? Any time any place learning – this was something that was identified in the focus group as desirable and something that was achieved across a variety of platforms. Produced in DHTML Moodle site uses device recognition to show learners the appropriate course version – PC, iPad, iPhone and Android. Smartphone course was built in GoMo, Epic’s unique mobile authoring tool. The course was converted using a mixture of standard and bespoke asset types, but the plan was that redesign should be minimised where possible whilst retaining as many of the original features as possible. The treatment of standard interaction types was the same as that shown in the e-learning course, but converted to work on the small screen. In most instances this meant conversion to a vertical layout with reduced space. The ways in which the learner interacts with these screens was similar to the current interactions. Given the smaller size of the screen on mobiles, bespoke screens needed redesigning in order to cover the same learning points through similar interactions. This refers particularly to e-lecture screens and screens where learners need to examine ECGs and rhythm strips. – E-lectures were a combination of audio synched with thumbnail images that could be explored, pausing the video until the learner is ready to continue. A magnifying glass icon was added to each rhythm strip to access a zoom feature where required, allowing learners to enlarge the images to the point where it was possible to accurately count the squares on rhythm strips and explore the patterns through swiping. Custom hot graphics were treated via a simple ‘key’ and colour coding (this was to avoid the problem of sub-screens within sub-screens). red.
- Some testimonials provided by candidates include: : “I really enjoyed the e-ALS course. I found it much more useful to cover the relevant parts of the course online in my own time then apply the knowledge on the day. I also felt I retained more information this way as I was able to do small chunks of revision at a time online...” e-ALS candidate, CT3 Trainee in Emergency Medicine : “e-learning was completely new to me and I was not comfortable doing the on-line lectures for fear of making a mess of things. However, I survived and managed it ok which taught me new things that will come in use in the future. Because it was e-learning I was able to do the on-line lectures undisturbed in my own home with unlimited coffee and cake!!! This is a fabulous course!” – e-ALS candidate, Band 7-9, Resuscitation Officer : “I took the course two days ago and have just received the link to the certificate. I just wanted to email and say thanks and that I thought the course was of the absolute highest standard. I am due to start back in the hospital as a medical registrar next week. I was a little concerned about being rusty when having to run cardiac arrests etc but after doing the pre-course work and spending the day going over scenarios I am much more confident about going back into clinical medicine.” – e-ALS candidate, Medical Registrar
- Impact that content has had on Organisational performance: Notes: What this means in practice – how important is this saving, what does it mean for the NHS? What will the course do for patient outcomes?
- Built 2 apps, about 45 minutes each Both apps where delivered onto iPhone, iPad and Android Smartphone devices Developed once, published onto the 3 platforms in 4 weeks
- All the key learning interactions Equivalent experience on all platforms Designed to show two different design approaches (corporate & illustrative)
- All the key learning interactions Equivalent experience on all platforms Designed to show two different design approaches (corporate & illustrative)
- 45 min app in Health & safety. The learning is on the app but learners log into he Enterprise Study LMS to do the assessment. The app is for iphone/ipad only. For those that don’t have access to an LMS it functions as an information piece only. The app is also tracked through the LMS for those that have access. There are 13 different trusts in South Central – 3 use the Enterprise Study LMS. The other 10 trusts do the app on their devices but not tracked, then they can do the assessment via their own local LMS. So functions as: Info only app with local LMS assessment if trusts does not have Enterprise study All done on app including assessment if they do have ES LMS – 20 questions drawn randomly from a bank of 20.
- Collaboratively developed with Leicester, Leeds, York, Imperial College and Cranfield Universities. Specifically serves Higher Education target audience – staff and researchers. Designed to be flexibly customised to suit individual institutions own InfoSec policies. Use of GoMo allows for flexible deployment to all range of mobile devices. LMS integration SCORM compliant – most frequent requirements are Moodle and Blackboard (which have their foibles!) GoMo packages up all web app versions so that when launching the app from Moodle it will auto-detect what type of device you are accessing the content with – it will then automatically serve up the PC/tablet or smartphone version as required. This also means that when using the web app version you can start viewing it on your PC then switch to later accessing it with your tablet or smartphone and it will keep all your tracking data consistent – you can start on one device and complete on another and all your data is saved between sessions.
- Let’s have an iPAD zoom on
- Let’s have an iPAD zoom on