MOBI: An Interprofessional Mobile Application for Teaching Use of Ambulatory Assistive Devices

BACKGROUND: Given the current trend in increasing the use of educational technology, it is necessary to provide students and educators with evidence-based teaching methods that use modern technology while preserving the integrity of the classroom environment (Ambrose et al., 2010; Chick, Haynie, & Gurung, 2012; Clark & Mayer, 2011; Li, 2015; McLaughlin et al., 2014).

PURPOSE: The purpose of this study was to assess mobile app use, student satisfaction, and lab practice time based on the integration of a new mobile application (MOBI) within occupational therapy and nursing curriculums. This study addressed the following research question: Does the use of MOBI in a flipped classroom increase student satisfaction and hands-on practice time when compared to traditional classroom methods?

METHOD: A new mobile application on ambulatory assistive devices called MOBI was developed by occupational therapy and physical therapy faculty and students and included the use of high-quality videos, clinical applications, and quizzes. Using flipped classroom methodology, MOBI was introduced as a required text in related lab courses for 1st-year occupational therapy and nursing students. To determine the app’s impact, researchers monitored multiple class usage of the app and surveyed overall student and faculty perceptions concerning this type of instructional technology. Number of minutes engaged in hands-on practice during lab time was tracked. REDcap software (Nashville, TN) was used for survey data collection.

RESULTS: Greater than 90% of students agreed that using MOBI helped them prepare for the practical exam and increased confidence. Estimated number of minutes spent practicing hands-on skills increased when using the flipped classroom approach compared to traditional lab teaching methods. Students were significantly more likely to study prior to lab when using MOBI in a flipped format with prelab quizzes compared to a traditional lab format in which students were provided with assigned readings on similar course content (e.g., transfers, modalities). One hundred percent of students using MOBI recommended continuation of the MOBI in a flipped lab setting.

CONCLUSION: This study revealed that the availability of user-friendly videos for learning lab skills outside of the classroom can maximize hands-on classroom time, increase student responsibility for learning, and increase student learning satisfaction. Using quizzes at the start of the lab can increase student accountability to prepare for lab.

IMPACT STATEMENT: Current trends in higher education demand the need to reexamine traditional pedagogical approaches and consider innovative online learning experiences. It is imperative that the introduction of new instructional activities is supported by educational research.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K., & Mayer, R. E. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Wiley.

Chick, L., Haynie, A., & Gurung, R. (Eds.). (2012). Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind. Sterling, VA: Stylus Publishing.

Clark, R., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Wiley.

Li, S. (2015). Flip the classroom. Education for Primary Care, 26, 438–440. https://doi.org/10.1080/14739879.2015.1101854

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., . . . Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236–243. https://doi.org/10.1097/ACM.0000000000000086