Keywords
Aplicaciones móviles
Educación médica
Errores diagnósticos Clinical Reasoning
Mobile Applications
; Medical Education
Diagnostic Errors
How to Cite
Abstract
Clinical reasoning is a critical process for healthcare professionals, where they must classify and diagnose a set of characteristics presented by a patient, assigning a diagnostic label and an appropriate therapeutic strategy. The lack of clinical reasoning skills can have serious consequences for patients, including death. Developing and honing these skills in medical students is an important challenge for educators.
Mobile applications have gained relevance in modern society, especially in the field of medicine, where they are used as repositories of information, tools for calculating prognostic probabilities, and educational resources that include simulation, tutoring, and feedback. Despite their potential, the use of these applications in medical education, particularly in the interaction between students and instructors, is underutilized.
Mobile applications also play a significant role in the communication and organization of clinical teams. Instant messaging applications are used to coordinate teams and share relevant information. However, it's surprising that these applications are not yet formally integrated into medical school curricula, despite their evident utility. Integrating these tools into medical education could boost learning and improve clinical practice.
References
Eva KW. What every teacher needs to know about clinical reasoning. Medical Education. 2005;39(1):98-106.
https://doi.org/10.1111/j.1365-2929.2004.01972.x
Young M, Thomas A, Lubarsky S, Ballard T, Gordon D, Gruppen LD, et al. Drawing Boundaries: The Difficulty in Defining Clinical Reasoning. Acad Med. julio de 2018;93(7):990-5.
https://doi.org/10.1097/ACM.0000000000002142
Cutrer WB, Sullivan WM, Fleming AE. Educational Strategies for Improving Clinical Reasoning. Current Problems in Pediatric and Adolescent Health Care. el 1 de octubre de 2013;43(9):248-57.
https://doi.org/10.1016/j.cppeds.2013.07.005
Xu H, Ang BWG, Soh JY, Ponnamperuma GG. Methods to Improve Diagnostic Reasoning in Undergraduate Medical Education in the Clinical Setting: a Systematic Review. Journal of General Internal Medicine. 2021;36(9):2745-54.
https://doi.org/10.1007/s11606-021-06916-0
Baheerathan A, Selvaskandan H. Smartphones and medical education. Clin Teach. 2014;11(6):485-6.
https://doi.org/10.1111/tct.12169
Chandran VP, Balakrishnan A, Rashid M, Pai Kulyadi G, Khan S, Devi ES, et al. Mobile applications in medical education: A systematic review and meta-analysis. PLoS One. 2022;17(3):e0265927.
https://doi.org/10.1371/journal.pone.0265927
Grover S, Garg B, Sood N. Introduction of case-based learning aided by WhatsApp messenger in pathology teaching for medical students. J Postgrad Med. 2020;66(1):17-22.
https://doi.org/10.4103/jpgm.JPGM_2_19
Pyörälä E, Mäenpää S, Heinonen L, Folger D, Masalin T, Hervonen H. The art of note taking with mobile devices in medical education. BMC Med Educ. 2019;19(1):96.
https://doi.org/10.1186/s12909-019-1529-7
Raiman L, Antbring R, Mahmood A. WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment. BMC Med Educ. 2017;17(1):7.
https://doi.org/10.1186/s12909-017-0855-x
Salam MAU, Oyekwe GC, Ghani SA, Choudhury RI. How can WhatsApp® facilitate the future of medical education and clinical practice? BMC Med Educ. 2021;21(1):54.
https://doi.org/10.1186/s12909-020-02440-7
Kellermeyer L, Harnke B, Knight S. Covidence and Rayyan. J Med Libr Assoc. octubre de 2018;106(4):580-3.
https://doi.org/10.5195/jmla.2018.513
Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan-a web and mobile app for systematic reviews. Syst Rev. diciembre de 2016;5(1):210.
https://doi.org/10.1186/s13643-016-0384-4
Lerchenfeldt S, Attardi SM, Pratt RL, Sawarynski KE, Taylor TAH. Twelve tips for interfacing with the new generation of medical students: iGen. Med Teach. noviembre de 2021;43(11):1249-54.
https://doi.org/10.1080/0142159X.2020.1845305
Arshad S, Huda NU, Nadeem N, Ali S, Ahmad N, Anwar S, et al. Perceptions Of Medical Students About Research At Undergraduate Level. J Ayub Med Coll Abbottabad. 2021;33(1):129-33.
Goodyear-Smith F, Kerse N, Warren J, Arroll B. Evaluation of e-textbooks. DynaMed, MD Consult and UpToDate. Aust Fam Physician. octubre de 2008;37(10):878-82.
Thiele RH, Poiro NC, Scalzo DC, Nemergut EC. Speed, accuracy, and confidence in Google, Ovid, PubMed, and UpToDate: results of a randomised trial. Postgraduate Medical Journal. el 1 de agosto de 2010;86(1018):459-65.
https://doi.org/10.1136/pgmj.2010.098053
Scaffidi MA, Khan R, Wang C, Keren D, Tsui C, Garg A, et al. Comparison of the Impact of Wikipedia, UpToDate, and a Digital Textbook on Short-Term Knowledge Acquisition Among Medical Students: Randomized Controlled Trial of Three Web-Based Resources. JMIR Med Educ. el 31 de octubre de 2017;3(2):e20.
https://doi.org/10.2196/mededu.8188
Khalifian S, Markman T, Sampognaro P, Mitchell S, Weeks S, Dattilo J. Medical student appraisal: searching on smartphones. Appl Clin Inform. 2013;4(1):53-60.
https://doi.org/10.4338/ACI-2012-10-CR-0047
Samra S, Wu A, Redleaf M. Interactive iPhone/iPad App for Increased Tympanic Membrane Familiarity. Ann Otol Rhinol Laryngol. 2016;125(12):997-1000.
https://doi.org/10.1177/0003489416669952
Xu J, Campisi P, Forte V, Carrillo B, Vescan A, Brydges R. Effectiveness of discovery learning using a mobile otoscopy simulator on knowledge acquisition and retention in medical students: a randomized controlled trial. J Otolaryngol Head Neck Surg. 2018;47(1):70.
https://doi.org/10.1186/s40463-018-0317-4
Bartlett RD, Radenkovic D, Mitrasinovic S, Cole A, Pavkovic I, Denn PCP, et al. A pilot study to assess the utility of a freely downloadable mobile application simulator for undergraduate clinical skills training: a single-blinded, randomised controlled trial. BMC Med Educ. 2017;17(1):247.
https://doi.org/10.1186/s12909-017-1085-y
Hilderink JM, Rennenberg RJMW, Vanmolkot FHM, Bekers O, Koopmans RP, Meex SJR. Labtracker+, a medical smartphone app for the interpretation of consecutive laboratory results: an external validation study. BMJ Open. 2017;7(9):e015854.
https://doi.org/10.1136/bmjopen-2017-015854
Elkhamisy FAA, Wassef RM. Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students' perceptions and academic performance. Alexandria Journal of Medicine. el 1 de enero de 2021;57(1):215-23.
https://doi.org/10.1080/20905068.2021.1954413
Prasath VBS. App Review Series: Radiology Pocket Game. J Digit Imaging. abril de 2017;30(2):127-9.