Mikros, aplicación androide para Microbiología y Parasitología en la Universidad de Ciencias Médicas de Camagüey / Mikros, an Android Application for the Microbiology and Parasitology Subject in the University of Medical Sciences of Camagüey

Introducción: El aprendizaje móvil (m-learning) es la inclusión de dispositivos móviles en las actividades de aprendizaje. En la enseñanza de Microbiología y Parasitología médica estos ofrecen un alto poder de ilustración y contribuyen al aprendizaje de la asignatura de los estudiantes de la carrera de medicina; además, sirven de apoyo a otros perfiles como Tecnología de la Salud. Objetivo: Exponer la actualización del curso de Microbiología y Parasitología en la Universidad de Ciencias Médicas de Camagüey mediante una aplicación androide. Métodos: Se realizó una aplicación optimizada para androide 4.4 o superior con el lenguaje de programación Java. Esta investigación se desarrolló en la Universidad de Ciencias Médicas Carlos J. Finlay y se aplicó a estudiantes de la carrera de medicina en los cursos 2018-2019 y 2019-2020. El universo del estudio fueron 1446 estudiantes de los cursos de 2016-2020. Se realizó una encuesta validada por expertos a una muestra probabilística de 88 estudiantes de la Universidad de Ciencias Médicas de Camagüey, en el período comprendido entre noviembre y diciembre de 2020. Se calculó el coeficiente concordancia general W de Kendall en cuanto a las respuestas a las preguntas. Resultados: Mikros fue una herramienta de apoyo a la docencia, fruto de un proyecto de colaboración entre el Centro de Inmunología y Productos Biológicos de la Universidad de Ciencias Médicas y la Facultad de Ingeniería Informática de la Universidad Ignacio Agramonte, de Camagüey, que permitió introducir al profesor en una modalidad de enseñanza muy a tono con estos tiempos. Conclusiones: La aplicación Mikros incluyó conceptos básicos y un alto nivel de actualización. También contribuyó a elevar el índice académico y a una mayor satisfacción del alumno en el aprendizaje, y resultó una herramienta de consulta práctica para estudiantes de años posteriores de la carrera en rotación por el área clínica y útil para el aprendizaje a distancia en tiempos de COVID-19(AU)

Introduction: Mobile learning (m-learning) consists in the inclusion of mobile devices into learning activities. In the teaching of medical parasitology and microbiology, such devices offer a high power of illustration and contribute to medical students' learning of the subject; in addition, they serve as support to other profiles such as health technology. Objective: To present the update, by means of an android application, of the Microbiology and Parasitology course at the University of Medical Sciences of Camagüey. Methods: An optimized application for android 4.4 or higher was created with the Java programming language. This research was carried out at Carlos J. Finlay University of Medical Sciences and applied to medical students in the 2018-2019 and 2019-2020 academic years. The study universe was made up of 1446 students from the academic years from 2016 to 2020. A survey validated by experts was carried out, in the period between November and December 2020, with a probabilistic sample of 88 students from the University of Medical Sciences of Camagüey. Kendall's coefficient of general concordance (W) was calculated for the answers to the questions. Results: Mikros was a teaching support tool, the result of a collaborative project between the Center of Immunology and Biological Products at the University of Medical Sciences and the School of Computer Engineering at Ignacio Agramonte University, in Camagüey, which allowed to present the professor in a teaching modality much in tune with the current times. Conclusions: The Mikros application included basic concepts and a high update level. It also contributed to raising the student's academic index and satisfaction with learning. It turned out to be a practical consultation tool for students of higher academic years of the major who are rotating through the clinical area, as well as a useful tool for distance learning in COVID-19 times(AU)

Aprendizaje colaborativo en la plataforma WhatsApp y el teléfono celular en tiempos de pandemia / Collaborative learning in the WhatsApp platform and the cellphone during pandemic times

Introducción: La pandemia COVID-19, causada por el virus SARS-CoV-2, y su exponencial crecimiento y migración a todos los continentes del globo terráqueo, provocaron una parálisis en el proceso de enseñanza-aprendizaje en las instituciones que no contaban con infraestructura en línea para el desarrollo de las actividades docentes de manera virtual. Objetivo: Exponer los retos, las soluciones y los aprendizajes que formaron parte del proceso para preservar las discusiones de casos clínicos en grupos pequeños de estudiantes durante las fases de cuarentena obligatoria de la pandemia en Sudáfrica. Métodos: Se aplicaron las fases de la investigación-acción adaptadas a las prácticas educacionales. En su ejecución participaron los 103 estudiantes del segundo año del grado de bachiller en Medicina y Cirugía, y sus 10 tutores. El módulo de Neurociencias fue el contexto educativo en el período comprendido entre abril y julio de 2020. Resultados: Se crearon chats de comunicación entre los actores del proceso. El módulo se prolongó en duración, y flexibilizó la frecuencia y el horario de las tutorías. Se redujo el número de secciones a develar de los casos y en cada una se introdujeron tareas que guiaron a aplicar contenidos derivados de los objetivos de aprendizaje. Se escogió la aplicación WhatsApp como la plataforma donde se realizarían las sesiones de tutoría. Conclusiones: El desplazamiento del aprendizaje colaborativo de las tutorías a la aplicación WhatsApp convirtió a esta plataforma en un aula virtual accesible en áreas de pobre conectividad. Los reajustes en la extensión y duración de los casos, y las nuevas tareas en sus secciones, se adaptaron a un proceso de asimilación más lento y con más opciones de mediación. Múltiples y variados resultaron los aprendizajes para los actores del proceso; vale destacar el humano y el tecnológico.

ABSTRACT Introduction: The COVID-19 pandemic, caused by the coronavirus SARS-CoV-2, as well as its exponential growth and migration to all continents of the globe, caused a paralysis in the teaching-learning process in institutions that did not have online infrastructure for the development of virtual teaching activities. Objective: To expose the challenges, solutions and learning that were part of the process for preserving clinical case discussions in small groups of students during the mandatory quarantine phases of the pandemic in South Africa. Methods: Action research phases adapted to educational practices were applied. All 103 second-year Bachelor of Medicine and Surgery students and their ten tutors participated in its execution. The Neurosciences module was the educational context in the period from April to July 2020. Results: Communication chats were created between the actors of the process. The module was extended in length, and the frequency and schedule of tutoring sessions was made more flexible. The number of sections to be unveiled from the cases was reduced; each section included guiding tasks for applying contents derived from the learning objectives. The WhatsApp application was chosen as the platform where the tutoring sessions would take place. Conclusions: The shift of collaborative learning from tutorials to the WhatsApp application turned this platform into a virtual classroom accessible in areas of poor connectivity. The length readjustments in the cases, as well as the new tasks in their sections, were adapted to a slower assimilation process and with more mediation options. There were multiple and varied learning experiences for the actors in the process; it is worth highlighting the human and technological aspects.

Application of case-based learning based on UMU interactive mobile learning in the teaching of standardized training of respiratory medicine / 中华医学教育探索杂志

Objective:To explore the application effect of case-based learning (CBL) based on UMU interactive mobile learning in the teaching of standardized training of respiratory medicine.Methods:A total of 80 trainees who had standardized training in Department of Respiratory Medicine of Daping Hospital from June 2019 to June 2020 were enrolled as the research objects. They were randomly divided into observation group ( n=42) and control group ( n=38). The control group was given traditional teaching mode, while observation group was given CBL based on UMU interactive mobile learning. The assessment results, control situations of core competence and teaching satisfaction after training were compared between the two groups. SPSS 20.0 was conducted for chi-square test and t test. Results:The scores of professional theoretical knowledge, case analysis ability and clinical operation skills in observation group were higher than those in control group ( P<0.05). The total control rate of core competence in observation group was significantly higher than that in control group (95.24% vs. 78.95%) ( P<0.05), and the teaching satisfaction rate of observation group was significantly higher than that of control group (100% vs. 84.21%) ( P<0.05). Conclusion:Application of CBL based on UMU interactive mobile learning in the teaching of standardized training of respiratory medicine is not only conducive to improving the teaching quality, but also conducive to cultivating core competence, clinical thinking ability and problem-solving ability of the training students, with higher teaching satisfaction.

Mapas mentales y aprendizaje móvil para la dirección del trabajo independiente en Morfofisiología / Mental maps and mobile learning devices for the management of independent work in morphology-physiology subject

RESUMEN Introducción: en estos tiempos, aprender y enseñar implica adoptar modelos no tradicionales y propiciar las vías para acceder al conocimiento, en lo que el desarrollo del aprendizaje móvil conlleva a la aparición de nuevos modelos y metodologías de presentación de los contenidos de aprendizaje. Objetivo: confeccionar una aplicación móvil de mapas mentales para sintetizar, organizar y presentar gráficamente al estudiante la información de apoyo para su autopreparación durante la ejecución del trabajo independiente, así como su aprendizaje significativo. Desarrollo: los resultados corresponden a una investigación descriptiva, longitudinal y prospectiva y a la aplicación preliminar de una estrategia en función del perfeccionamiento de la dirección del trabajo independiente, en la disciplina Morfofisiología de la carrera de Estomatología de la Universidad de Ciencias Médicas de Pinar del Río, para lo cual se consideraron las posibilidades que ofrece la aplicación para Android, Mindomo, versión 3.0.15, destinada a la elaboración de esquemas y mapas mentales, que permitió representar los contenidos de la disciplina libres de la organización lineal que ofrecen los textos o materiales que forman parte de la bibliografía. Conclusiones: los esquemas y mapas mentales elaborados mediante el uso de tecnología móvil, permitieron sintetizar, organizar y presentar gráficamente al estudiante la información de apoyo para su autopreparación durante la ejecución del trabajo independiente; favoreció la integración de los contenidos de Morfofisiología, al destacar sus invariantes, así como al aprendizaje significativo y colaborativo en la solución de las tareas docentes.

ABSTRACT Introduction: in these times, learning and teaching implies adopting non-traditional models and promoting ways to access to knowledge, in which the development of mobile learning devices lead to the appearance of new models and methodologies for the presentation of learning contents. Objective: to prepare a mobile application of mental maps to synthesize, organize and graphically present to the student the support information for their self-preparation during the execution of independent work, as well as their meaningful learning. Development: the results correspond to a descriptive, longitudinal and prospective research and to the preliminary application of a strategy responding to the improvement of the management of independent work in the subject morphology-physiology in Dentistry Studies at Pinar del Río University of Medical Sciences, which was made considering the possibilities that as a learning resource offers the application for Android, Mindomo, version 3.0.15 aimed at creating schemes and mental maps, which allowed to represent the contents of the subject free of the linear organization offered by the textbooks or materials that are part of the literature. Conclusions: the schemes and mental maps created by means of mobile learning devices, allowed to synthesize, organize and graphically present to the students the support information for their self-preparation during the management of the independent work; it favored the integration of the contents of morphology and physiology, emphasizing its invariants, as well as to the significant and collaborative learning to solve the teaching tasks.

Screening of Medical Students’ Intention to Practice Mobile – Learning in Malaysia

@#Introduction: The twenty-first-century learning is adopting the student-centered learning techniques and the teachers are mainly facilitators to direct the process of learning and so social media and mobile applications became an important learning platform. Mobile learning (M-learning) is the practice of learning activities through a portable device such as cellular phone or a personal digital assistant. The aim of this research is to screen the medical students’ intention toward the adoption of M-learning and to determine factors affecting the intentions of the medical students to practice M-learning. Methods: A cross-sectional study among medical students was performed through a questionnaire based on the Theory of Reasoned Action and the Technology Acceptance Model. The study included 129 students in different stages of the medical study. Results: Results showed that the factors affecting the students’ inten¬tion to practice M-learning include the students’ attitude, perceived usefulness, perceived ease of use, and availability of resources. In the current sample 82.7% of students are already using M-Learning; 41.7% are using it for assessment, 22.8% are using it for learning and 35.5% are using it for both. Conclusion: It was concluded that most medical students have higher intention to adopt M-learning and they are mostly using it for assessment purposes rather than in learning.

Let's Kahoot! anatomy / Utilicemos Kahoot! anatomía

Anatomy education in medical schools has always been considered demanding, as students need to learn and remember vast amount of information about the human body. Since ongoing technological innovation, is changing how humans interact with information, integrating the web in anatomy education can provide students a way to revise what they have learned in an interactive and competitive means. There has been research on the use of game-based response systems to engage learners during lectures; however, a significant gap exists in demonstrating the value of game-based learning to motivate medical students learning anatomy. This study aims at revealing the effects of using mobile phones and a game-based classroom response system as a closure activity to foster anatomy learning. To that end, 45 medical school students were given a Kahoot! quiz at the end of each anatomy lecture during two semesters. Higher attendance and participation and more focused and engaged students in class have been the observed benefits of the application. The findings suggest that game-based response systems can be used in core subjects like anatomy education as a closure activity.

La educación sobre la anatomía en las escuelas de medicina siempre ha sido considerada exigente, ya que los estudiantes necesitan aprender y recordar gran cantidad de información sobre el cuerpo humano. Debido a que la innovación tecnológica en curso, principalmente en lo que respecta a la web, está cambiando la forma en que los humanos interactúan con la información, la integración de la web en educación anatómica puede proporcionar a los estudiantes una manera de revisar lo que han aprendido de manera interactiva y competitiva. Se han realizado investigaciones sobre el uso de sistemas de respuesta basados en juegos para involucrar a los estudiantes durante las clases; sin embargo, existe una brecha significativa para demostrar el valor del aprendizaje basado en juegos para motivar a los estudiantes de medicina a aprender anatomía. Este estudio tiene como objetivo revelar los efectos del uso de teléfonos móviles y un sistema de respuesta en el aula basado en juegos como una actividad de cierre para fomentar el aprendizaje de la anatomía. Con ese fin, ¡45 estudiantes de medicina relizaron una prueba con Kahoot! Una prueba al final de cada conferencia de anatomía durante dos semestres. Mayor asistencia y participación y más estudiantes enfocados y comprometidos en clase han sido los beneficios observados de la aplicación. Los hallazgos sugieren que los sistemas de respuesta basados en juegos se pueden usar en las materias básicas como la educación de la anatomía como una actividad de cierre.

Application Analysis of Mobile Equipment and APP in Imaging Diagnostics and Interventional Radiology / 医学信息学杂志

By making use of 19 keywords,the paper searches the APP Store for APP related to imaging diagnostics and interventional radiology,analyzes parameters like APP classifications,satisfaction,publisher identity and downloads with statistical methods.The result shows that mobile learning APP,which facilitate imaging diagnostics and interventional radiology doctors with mobile learning,are more popular.

Study on the formative assessment of improving anesthesiology classroom teaching by mobile appli-cation program (APP) based on internet platform / 中华医学教育探索杂志

Objective To explore the effect of improving formative assessment inside classroom in the undergraduate education of anesthesiology by means of mobile application program (APP) based on in-ternet platform. Methods 195 students of the department of Anesthesiology first received conventional method (control group) and then received APP based on internet platform method (experimental group). In the control group, paper cards were used for in-class test and attendance rate was calculated by roll call. The experimental group used mobile APP to scan two-dimensional code for in-class test and calculated attendance rate. Afterwards, the implementation effect of formative assessment in classroom was compared between the two groups. Results The time-consuming of class-room test and score analysis in experimental group were lower than that of the control group (1.2 min/course hour vs. 18 min/course hour,6 min/course hour vs. 56 min/course hour). The attendance rate and score of test had no significant difference (98.3% vs. 100%, 17.2 vs. 17.5). The questionnaire survey showed students were satisfied with the new teaching method (98.5%) because of its convenience (100%), objectivity (97.4%), feasibility (98.5%), less workload (100%), enthusiasm stimulation (97.4%), and better teaching effect (100%) in experimental group. Conclusion The mobile application program (APP) based on internet platform is a convenient, accurate and objective method which has positive effects to improve formative assessment inside classroom in undergraduate education of anesthesiology. It is a new scientific and low-cost teaching method, which deserves further promotion.

Effectiveness of mobile learning in medical education: a systematic review / 南方医科大学学报

OBJECTIVE@#To design systematic review to summarize high quality evidence for the effectiveness of mobile learning on medical and nursing education.@*METHODS@#PubMed, Embase, ERIC, SCI and SSCI and Cochrane Library were searched since 2000 to December 2014 to identify articles that discussed the effectiveness of mobile learning on medical and nursing education for medical or nursing students or healthcare professionals. After assessed quality using the Cochrane Risk of Bias tool, the heterogeneity allowed for only narrative synthesis.@*RESULTS@#A total of 208 articles were searched and 11randomized controlled trials were included for final analysis. In the 11 studies, 7 studies show that when applying mobile devices for learning, their clinical knowledge and performance improved effectively. While 4 studies were not significantly different with who used traditional teaching method or no intervention group.@*CONCLUSIONS@#With the rapid advances in technology, it suggests that mlearning can play a very important role on medical and nursing education for improving clinical knowledge and performance, providing a new learning method, encouraging 'anywhere, anytime' learning and promote the popularization and fairness of medical education. Though it enables a personalized learning experience for the learners, some studies argue that mobile learning is still equivalent to traditional didactic lectures.

Temos que pegar? Pokémon Go e as interfaces entre movimento, jogos digitais e educação / Gotta catch'em all? Pokemon Go and the interfaces between moviment, games and education / Tenemos que atraparlos? Pokemon Go y las interfaces entre movimiento, juegos y educación

Este ensaio problematiza as relações entre jogos digitais, educação e movimento por intermédio do game Pokémon Go e à luz de tendências emergentes no âmbito da aprendizagem móvel e da indústria do entretenimento. Apesar da potencialidade demonstrada por títulos como Pokémon Go, o nicho dos games de realidade aumentada ainda apresenta entraves relativos à plena mobilização de suas capacidades formativas e recreativas. Entre os desafios mais prementes suscitados pelos referidos jogos, destacam-se a qualificação e diversificação das experiências motoras que propiciam, juntamente com a desvinculação de modelos de negócios subordinados a interesses estritamente econômicos.

This essay discusses the relationship between digital games, education and movement through Pokemon Go and in the light of emerging trends in mobile learning and in the entertainment industry.Despite the potential demonstrated by titles like Pokemon Go, the augmented reality games niche also presents obstacles for the full mobilization of their educational and recreational skills.Among the most urgent challenges posed by these games, we highlight the improvement and diversification of motor experiences provided by them, besides its untying of business models subordinated to purely economic interests.

En este ensayo se analizalarelación entre losjuegosdigitales, laeducación y elmovimiento a través deljuegoPokemon Go y a la luz de lasnuevastendenciasenlaaprendizajemóvil y laindustriadelentretenimiento. A pesar del potencial demostrado por títulos como Pokemon Go, el segmento de losjuegos de realidad aumentada también presenta obstáculos para lamovilización completa de su potencial educativo y recreativo. Entre losdesafíos más urgentes que planteanestosjuegos, destacamos lamejora y diversificación de lasexperiencias motoras que proporcionan, junto conladesvinculación de los modelos de negocios subordinados a intereses puramente económicos.

El reto de formar a profesores universitarios para integrar el aprendizaje móvil / The challenge of training university professionals to integrate mobile learning

Introducción: este trabajo presenta los resultados obtenidos en el proceso de formación de docentes denominado estrategias de aprendizaje mediadas por Móviles, orientado a principios del 2013 y 2014 en la Universidad de La Sabana. Objetivo: contribuir al diseño e implementación de estrategias de aprendizaje móvil en la Universidad, a través de un proceso de formación mezclado, que parte del reconocimiento de lo que es el aprendizaje móvil, identificándose sus fortalezas y debilidades, para después determinar si lo más adecuado para el proceso de formación que se ha diseñado, es integrar los dispositivos como un apoyo o complemento del mismo. Métodos: se realizó una investigación descriptiva que incluyó el diseño e implementación de un proceso de formación para 19 profesores universitarios a quienes se les aplicó una entrevista para identificar los aportes y dificultades que estos habían tenido durante el proceso de formación. Resultados: dentro de los principales resultados encontrados, se puede indicar que aunque existe una gran iniciativa por parte de los docentes durante el componente presencial, solo el 35 por ciento de estos logra culminar el componente virtual del mismo, debido en gran medida a la falta de tiempo con la que cuentan los docentes durante el semestre académico y a las dificultades que existen en las instituciones de educación superior para incorporar este tipo de dispositivos. Conclusiones: durante el proceso de formación fue posible evidenciar que los docentes necesitan de un acompañamiento prolongado que ayude a superar las dificultades que se presentan y a potenciar las ventajas que encuentran los docentes al incorporar este tipo de tecnología a su práctica docente(AU)

Introduction: This paper presents the results obtained in the process of teacher training called learning strategies mediated by Mobiles, oriented at the beginning of 2013 and 2014 at the University of La Sabana. Objective: To contribute to the design and implementation of mobile learning strategies at the University, through a blended learning process, starting with the recognition of mobile learning, identifying its strengths and weaknesses, and then determining if the most appropriate for the training process that has been designed is to integrate the devices as a support or complement to mobile learning. Methods: A descriptive research was carried out which included the design and implementation of a training process in the case of 19 university professors who were interviewed to identify their contributions and difficulties during the training process. Results: Among the main results found, it is possible to indicate that although there is a great initiative by the teachers during the face-to-face component, only 35 percent of these manage to complete the virtual component, due largely to the lack of time that teachers have during the academic semester and the difficulties that exist in institutions of higher education for incorporating this type of devices. Conclusions: During the training process it was possible to show that teachers need a long-term accompaniment that helps overcome the difficulties present and enhance the advantages that teachers find when incorporating this type of technology into their teaching practice(AU)

Subdivision of mobile learning behaviors of undergraduates majoring in traditional Chinese medicine in different learning circumstances / 中华医学图书情报杂志

Mobile learning behaviors are the greatly concerned hotspot in educational field.However, the specific mobile learning behaviors of university undergraduates are not subdivided in the current researches.The mobile learning behavior data of university undergraduates in different learning circumstances were recorded by literature survey, interview and questionnaire investigation, the characteristics of mobile learning behaviors were subdivided and analyzed in order to help them work out their strategy for mobile learning in different learning circumstances, which showed that the frequency of intelligent mobile learning was higher than that of traditional mobile learning in specific academic activities (academic exchange, self learning, academic sharing, transmission and search), and that the new generation of digital young people showed their preference to mobile learning due to its advantage of convenience while the disadvantage of its function and operation limited its persistent use.It is thus the hope of university undergraduates, especially medical undergraduates, to develop more devices and tools that are convenient for their mobile learning by making use of the advantages of intelligent mobile terminal and traditional terminals.

Preliminary implementation of mobile learning in clinical education in neurosurgical standardized residency training / 中华医学教育探索杂志

Neurosurgery is a superior difficulty and high risk surgical medicine.It will take a longer period time to finish the clinical residence training in neurosurgery.Standardized residency training is an inevitable way for the transition from medical students to the neurosurgical resident doctors,the central task of?residency training is to improve the clinical skills.In recent yea rs,smartphone-based mobile learning plays an increasingly important role in medical education.As a member of National bases of standardized residency training,we have analyzed the characters of training residency,and employed the Medical related Applications (Med-Apps) as modernized teaching technology to improve the clinical skills in areas of neuroanatomy,operation,management of patient and evaluation of trainees' competency.We help training residency finish the transition from smartphone-player to smartphone-learner,with the potential to improve overall clinical skills of training residency.

Practice and Exploration of WeChat Mobile Learning in Pharmaceutical Analysis Course of Pharmacy Ma-jor in Higher Vocational Colleges / 中国药房

OBJECTIVE:To provide reference for improving the teaching quality of pharmaceutical analysis course. METH-ODS:WeChat public platform was registered firstly,and supplement teaching was provided before class,during class and after class. RESULTS:WeChat public platform named Pharmaceutical Analysis of Chongqing Medical and Pharmaceutical College was registered and included 2 first-level-modules of"excellent resource"and"learning interaction",and 6 second-level-modules of"classic courseware""pre-course lesson plan""classic video""classroom exercises""question answering""classic case". Before class, students could preview through the platform;during class,the teachers could review teaching according to the platform;after class,the teachers could test students'learning results and answer questions for students,and students could consolidate classroom knowledge. Post-course effect evaluation showed that there was statistical significance in pass rate of student's grade between teach-ing reform class and control class (P<0.05). And the students of teaching reform class had good satisfactory degree (87.07%). CONCLUSIONS:WeChat mobile learning model supplements pharmaceutical analysis course,improves students'enthusiasm for learning and students,academic records. Students are satisfied with it. It can provide reference for improving the teaching quality of the course.

Research on influence factors of undergraduate nursing students' intention on mobile learning based on technology acceptance Model / 中国实用护理杂志

Objective To investigate the influence factors work on the willingness of nursing students to participate in Mobile Learning. Methods A cross-sectional survey was conducted with 400 undergraduate nursing students. The instruments used was the influencing factors of the nursing students' willingness in Mobile Learning questionnaire. Results The resource of study about source, formation and contents, the characteristic, these scores are (12.20 ± 2.66), (14.74 ± 2.95), (11.33 ± 2.63), (11.57 ± 2.34) respectively. In addition, the score of perceived ease of use, the score of perceived usefulness and the score of study attitude, the school of preference, which are (15.02 ± 3.12), (14.81 ± 2.91), (11.43 ± 2.07), (15.18 ± 2.94) respectively. Model fit index which have these factors reached acceptable ranges. Conclusion In order to promote nursing students independent, efficient and convenient study on Mobile Learning, the designing of Mobile Learning should consider the resources characteristics and optimize techniques used.

The status of anesthesiology-related smartphone applications (APP) and its role in continuing medi-cal education / 中华医学教育探索杂志

The information era has witnessed an unprecedented high speed of knowledge dissemi-nation. Mobile learning based on smartphone is ubiquitous and commonly used. It has potential to revolu-tionize anesthesia education and medical practice. This article focuses on the domestic smartphone applica-tions (APP) related to anesthesiology and has a detailed review including academic forums, anesthesia knowledge, common medical knowledge, anatomy, literature management, medical English and medicine application. In addition, the advantages and disadvantages of APP and mobile learning in continuing medi-cal education are well discussed. We try to provide a reference for those who need to choose and use APP for their anesthesia continuing education.

Valoración del mlearning en el proceso de aprendizaje de estudiantes de la Salud / Assessment of m-learning in the process of health students' learning i:en

Introducción: la utilización actual y constante de tecnologías en educación ha configurado una nueva dimensión que genera un apoyo constante en el proceso de enseñanza-aprendizaje en educación superior. La aplicación de tecnología de aprendizaje móvil, Mobile learning, dentro del contexto educativo ha establecido nuevos parámetros en la ergonomía educativa facilitándose el acceso continuo a la información. Su posicionamiento genera nuevos paradigmas cuyas valorizaciones deben ser estudiadas de forma adecuada. Objetivo: describir la valoración del mobile learning en el proceso de aprendizaje en alumnos de Salud. Métodos: esta investigación fue de carácter cuantitativa, utilizándose estadística descriptiva. Se recolectó la información mediante encuestas tabulándose en Spss 15 ®. Se obtuvo una muestra de 202 sujetos de carreras de la Facultad de Salud de la Universidad del Desarrollo, Chile. Resultados: los encuestados indicaron que las tecnologías más utilizadas son la laptop (47 por ciento) y el smartphone (42 por ciento), se constituye, además, como las más importantes (laptop con un 56 por ciento y smartphone con un 21 por ciento). Un 28,7 por ciento de quienes utilizan laptop para estudiar la valoran de forma positiva, percepción que baja a un 21 por ciento en la utilización del smartphone (ambas con un p = 0,00). Esta tecnología es utilizada por lo general para buscar información (27 por ciento). Conclusiones: se concluye que las tecnologías móviles adquieren importancia dentro del aprendizaje de los alumnos de educación superior. Las tecnologías tradicionales (pc de escritorio) se utilizan poco. La generación de una red para estudiar es valorada, por lo que la utilización del mobile learning contribuye de forma positiva en el mantenimiento de este tipo de comunicación(AU)

Introduction: The current and contact use of technology in education has configured a new dimension that generates a constant support to the teaching-learning process in higher education. The application of mobile technology learning, Mobile learning, within the educative context has established new parameters in educative ergonomics, which has facilitated the continuous access to information. Its positioning generates new paradigms, whose valorizations should be properly studied. Objective: Describe the assessment of mobile learning in the teaching process of health students. Methods: This research of quantitative character used descriptive statistics. The information was gathered by survey, and tabulated in Spss15 ®. We obtained a sample of 202 majoring subjects from the Health School of Universidad de Desarrollo, Chile. Results: The polled indicated that the most widely used technologies are the laptop (47 percent) and the smartphone (42 percent), which are in turn constituted as the most important (laptop: 56 percent; smartphone: 21 percent). 28.7 percent of those who used a laptop to study assess it positively, a perception that goes down to a 21 percent in the use of the smartphone (both with p= 0.00). This technology is generally used for searching information (27 percent). Conclusions: We have concluded that mobile technologies become important within the learning process of higher education students. The traditional technologies (desktop computer) are scarcely used. The generation of a study network is evaluated, a reason why using mobile learning positively contributes to maintaining this type of communication(AU)

Micro-strategy for information literacy education in mobile Internet time / 中华医学图书情报杂志

The necessity to implement micro-strategy for information literacy education was studied. Micro-strategy for information literacy education is consisted of micro-video, micro-courseware and micro-course. The means to realize micro-strategy for information literacy education was elaborated. The limitations of micro-strategy, its close combination with mobile learning, simple implementation way and teaching design were stressed in the implementa-tion of information literacy education.

The research and analysis from the present situation of nursing students' mobile learning / 中国实用护理杂志

Objective The research is to understand students' mobile learning (M-learning) attitudes and behaviors,and provide a reference for the development of mobile learning systems and learning resources.Methods The research used the method of questionnaires to investigate nursing students' present situation of M-learning.Results About 2/3 of the students were so eager to have targeted mobile tutorial course.Most of the students were not satisfied though there were a lot of resources.More than 2/3 of the students used telephone to surf on the internet almost every day (mainly on reading web pages and communicate with classmates using chat software,see / write blog lowest).The mobile learning time of more than 60％ students was not more than 10 minutes.1/3 of students used the time between 10 to 30 minutes.The highest cost that students spent on monthly mobile learning was less than 10 Yuan,accounting for the total number of 1/3.Compared with the junior college students,the proportion of undergraduates who support to use phone to surf on the internet was higher.Undergraduate students were more likely to read pages and see multimedia,most of them hope to see courseware within 2 to 5 minutes,etc.Conclusions Nursing students have good hardware conditions on mobile learning.Students are recognized on mobile learning.The current mobile learning resources are chaos and lack of design so that it hindered the development of mobile learning.Mobile learning courses should be short and pithy,rich and colorful.Application design of mobile blog in mobile learning needs to be strengthened.Generally speaking,undergraduate college students are more actively to take mobile learning into their learning and life.

Need-based design of medical mobile learning platform / 中华医学图书情报杂志

The medical mobile learning platform was constructed according to the information need of teachers and students in Shanxi Medical University, Changzhi Medical College, and Fenyang Medical College.The teaching and learning resources in Shanxi Medical University were integrated into the platform which could thus provide a variety of interactive learning ways for its users and users could rapidly find out their interested information resources. However, the platform construction needs the implementation of incentive measures, and regulations and rules for the protection of intellectual property rights.