ArticleKorean journal of anesthesiology2018
Moving anesthesiology educational resources to the point of care: experience with a pediatric anesthesia mobile app.
Article in Korean journal of anesthesiology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The trial behind it
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Who cites it
5 citing papers in PubMed.
- Cardiac Implantable Electronic Device Educational Application for Cardiac Anesthesiology Trainees: Tutorial on App Development.JMIR medical education · 2025Article
- The Internet, Apps, and the Anesthesiologist.Healthcare (Basel, Switzerland) · 2023Review
- Implementation of a Personalized Digital App for Pediatric Preanesthesia Evaluation and Education: Ongoing Usability Analysis and Dynamic Improvement Scheme.JMIR formative research · 2022Article
- Acceptance of mHealth among health professionals: a case study on anesthesia practitioners.BMC anesthesiology · 2020Article
- Customized Mobile App for Residents Rotating Through Pediatric Critical Care Unit.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEducators 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.
methodsWe 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.
resultsOver 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.
conclusionsReal-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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