mStikk - A Mobile Application for Learning Phlebotomy

This paper presents the design and development of a mobile application aimed for use by students for learning phlebotomy, the venous blood sampling procedure. mStikk was created to provide an engaging learning experience for undergraduate Biomedical Laboratory Science (BLS) students, even outside of the classrooms. BLS students need to have great proficiency in this procedure, as they need to frequently perform it in their everyday work life and as errors have a major impact on diagnostic accuracy of laboratory results. Through this application, the user can access the underlying theory and play a digital interactive version, a simulation of the procedure. In order to provide engagement for repeated use, gamification elements were applied. According to preliminary user evaluations, mStikk provides added value for BLS students and can be used to support a blended learning approach. Through illustrating and discussing issues influencing the development and use of mStikk in a broader perspective, the vision is to define lessons for technology development and acceptance influencing learning for BLS students.

[1]  R. Nelson.  National Innovation Systems: A Comparative Analysis , 1993 .

[2]  John C. Mankins,et al.  Technology Readiness Levels-A White Paper , 1995 .

[3]  Amitai Ziv,et al.  Patient safety and simulation-based medical education , 2000, Medical teacher.

[4]  A. Darzi,et al.  Simulation and clinical practice: strengthening the relationship , 2004, Medical education.

[5]  M. Scerbo.  Medical virtual reality simulation: enhancing safety through practicing medicine without patients. , 2004, Biomedical instrumentation & technology.

[6]  David G. Hendry.  Communication functions and the adaptation of design representations in interdisciplinary teams , 2004, DIS '04.

[7]  B. J. Oates,et al.  Researching Information Systems and Computing , 2005 .

[8]  C. Carlisle,et al.  Patient safety: do nursing and medical curricula address this theme? , 2005, Nurse education today.

[9]  R. Steadman,et al.  Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills* , 2006, Critical care medicine.

[10]  Mark W. Scerbo,et al.  The Efficacy of a Medical Virtual Reality Simulator for Training Phlebotomy , 2006, Hum. Factors.

[11]  M. Plebani.  Errors in clinical laboratories or errors in laboratory medicine? , 2006, Clinical chemistry and laboratory medicine.

[12]  T. Ashavaid,et al.  Influence of method of specimen collection on various preanalytical sample quality indicators in EDTA blood collected for cell counting , 2009, Indian Journal of Clinical Biochemistry.

[13]  Chris Dede,et al.  Immersive Interfaces for Engagement and Learning , 2009, Science.

[14]  J. Thistlethwaite,et al.  The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23 , 2012, Medical teacher.

[15]  Per Backlund,et al.  Collaboration Patterns in Mixed Reality Environments for a New Emergency Training Center , 2013, 2013 European Modelling Symposium.

[16]  M. Mitchell Waldrop,et al.  Education online: The virtual lab , 2013, Nature.

[17]  M. Graber,et al.  When diagnostic testing leads to harm: a new outcomes-based approach for laboratory medicine , 2013, BMJ quality & safety.

[18]  M. Graber.  The incidence of diagnostic error in medicine , 2013, BMJ quality & safety.

[19]  Ashley N. D. Meyer,et al.  The frequency of diagnostic errors in outpatient care: estimations from three large observational studies involving US adult populations , 2014, BMJ quality & safety.

[20]  James Moultrie,et al.  Understanding and classifying the role of design demonstrators in scientific exploration , 2015 .

[21]  Tonje C. Osmundsen,et al.  Care pathways as boundary objects between primary and secondary care: Experiences from Norwegian home care services , 2015, Health.

[22]  Chaoyan Dong,et al.  Beyond the Simulation Laboratory: A Realist Synthesis Review of Clinical Outcomes of Simulation-Based Mastery Learning , 2015, Academic medicine : journal of the Association of American Medical Colleges.

[23]  Keith Warfield,et al.  Technology readiness levels , 2016 .

[24]  Jesús Suárez-Rodríguez,et al.  Teachers' information and communication technology competences: A structural approach , 2016, Comput. Educ..

[25]  Joy H. Lewis,et al.  Gamification and Multimedia for Medical Education: A Landscape Review , 2016, The Journal of the American Osteopathic Association.

[26]  Ilona Heldal,et al.  Simulation and serious games in emergency management: Experiences from two case studies , 2016, 2016 22nd International Conference on Virtual System & Multimedia (VSMM).

[27]  Alexander J. McLeod,et al.  Gamification of Electronic Health Records: A Systematic Literature Review , 2016 .

[28]  Jaime N. Sand.  Graduate Interprofessional Education and Collaborative Practice Experiences: A Phenomenological Inquiry , 2017 .

[29]  Randall S. Hansen,et al.  Digital Literacy in Teacher Education: Are Teacher Educators Competent? , 2017 .

[30]  Lars Lundberg,et al.  Connecting the Links: Narratives, Simulations and Serious Games in Prehospital Training. , 2017, Studies in health technology and informatics.

[31]  T. Reimschisel,et al.  A systematic review of the published literature on team-based learning in health professions education , 2017, Medical teacher.

[32]  P. A. Van Zandt,et al.  Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills , 2018, CBE life sciences education.

[33]  Khe Foon Hew,et al.  Flipped classroom improves student learning in health professions education: a meta-analysis , 2018, BMC Medical Education.

[34]  K. Matthews,et al.  Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning , 2018, Higher Education Research & Development.

[35]  Aaron Brown,et al.  LectureKeepr: A novel approach to studying in the adaptive curriculum , 2018, Medical Teacher.

[36]  Elisabeth Carlson,et al.  Formative peer assessment in healthcare education programmes: protocol for a scoping review , 2018, BMJ Open.

[37]  Alexandra Pomares,et al.  A systematic review of serious games in medical education: quality of evidence and pedagogical strategy , 2018, Medical education online.

[38]  M. Botelho,et al.  Use of Learning Analytics Data in Health Care–Related Educational Disciplines: Systematic Review , 2019, Journal of medical Internet research.

[39]  B. De la Salle,et al.  Pre‐ and postanalytical errors in haematology , 2019, International journal of laboratory hematology.

[40]  J. Rotgans,et al.  Digital Problem-Based Learning in Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration , 2019, Journal of medical Internet research.