Korean J Anesthesiol.
2018 Jun;71(3):192-200. 10.4097/kja.d.18.00014.
Moving anesthesiology educational resources to the point of care: experience with a pediatric anesthesia mobile app
- Affiliations
-
- 1Department of Anesthesiology, Emory University School of Medicine, Atlanta, USA. voreill@emory.edu
- 2Division of Pediatric Anesthesiology, Children's Healthcare of Atlanta, Atlanta, GA, USA.
- 3Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, Stanford, USA.
- 4Anesthesiology and Perioperative Care Service, Veterans Affairs Palo Alto Health Care System, Palo Alto, CA, USA.
- KMID: 2413528
- DOI: http://doi.org/10.4097/kja.d.18.00014
Abstract
- BACKGROUND
Educators in all disciplines recognize the need to update tools for the modern learner. Mobile applications (apps) may be useful, but real-time data is needed to demonstrate the patterns of utilization and engagement amongst learners.
METHODS
We examined the use of an anesthesia app by two groups of learners (residents and anesthesiologist assistant students [AAs]) during a pediatric anesthesiology rotation. The app calculates age and weight-based information for clinical decision support and contains didactic materials for self-directed learning. The app transmitted detailed usage information to our research team.
RESULTS
Over a 12-month period, 39 participants consented; 30 completed primary study procedures (18 residents, 12 AAs). AAs used the app more frequently than residents (P = 0.025) but spent less time in the app (P < 0.001). The median duration of app usage was 2.3 minutes. During the course of the rotation, usage of the app decreased over time. "˜Succinylcholine' was the most accessed drug, while "˜orientation' was the most accessed teaching module. Ten (33%) believed that the use of apps was perceived to be distracting by operating room staff and surgeons.
CONCLUSIONS
Real-time in-app analytics helped elucidate the actual usage of this educational resource and will guide future decisions regarding development and educational content. Further research is required to determine learners' preferred choice of device, user experience, and content in the full range of clinical and nonclinical purposes.
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