M-phone impact on practical training: role of m-phone as part of the educative method for training local health workers of rural areas of developing countries
M-phone impact on practical training: role of m-phone as part of the educative method for training local health workers of rural areas of developing countries
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DOI：
10.1007/s12553-013-0073-4
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发表时间：
2014-09-01
影响因子：
2.5
通讯作者：
Carrabino, Riccardo
中科院分区：
文献类型：
--
作者：
Bellina, Livia;Azzolina, Giovanni;Carrabino, Riccardo
如前所述，无需任何适配器，就可以很容易地使用移动电话从显微镜上获取和发送图像(Terry in Telemed and e-Health 17(5)：320-323,2011)；(Bellina and Missoni in Health and Technol DOI：10.1007/s12553-011-0008,2011)。以前已经描述过移动电话在教育技能很低的学生、文盲和/或弱势群体方面的非凡力量(贝琳娜和米索尼在远程教育和电子健康中，17(9)：750750,2011年)。本研究的目的是通过探索m-phone在学习机制中的使用带来的心理关系，来探讨该方法产生强大教育潜力的机制。培训分两个阶段进行，使用结构化访谈、授课表格、移动电话和电脑作为教学工具。从2009年9月至2013年5月，共有101名卫生工作者在资源有限的环境中，如乌干达、孟加拉国、阿富汗、马达加斯加、刚果民主共和国和泰国的农村卫生所，成功地接受了实验室基本技能和使用MPhone捕捉显微镜快照图像的培训。结果表明，通过手机分享图像，结合两个阶段的教育方法(关系阶段，与学生的个人方法，以及情境阶段，与当地社区问题的方法)相结合，结合使用逻辑教学表格，被证明是一种现象级的学习工具，直接与学生的个人感知联系在一起。
As previously demonstrated, m-phones can be easily used, without any adapter, to take and send images from a microscope (Terry in Telemed and e-Health 17(5): 320-323, 2011); (Bellina and Missoni in Health and Technol doi: 10. 1007/s12553-011-0008, 2011). The extraordinary power of m-phone in the education of very low skilled students, illiterate and/or vulnerable subjects has been previously described (Bellina and Missoni in Telemed and e-Health 17(9): 750750, 2011). The objective of the current study is to investigate the mechanisms generating the strong educational potential of the method, by exploring the psychological relationships brought by the use of m-phone in the learning mechanisms. A two-phase approach training was performed by using structured interviews, didactic tables, m-phones and computers as didactic tools. A total of 101 health workers have been successfully trained in basic lab skills and in the application ofmphone to capture microscope snapshot images, from September 2009 to May 2013 in limited-resource settings, such as rural health units in Uganda, Bangladesh, Afghanistan, Madagascar, Democratic Republic of Congo and Thailand. Results showed that sharing images by m-phone, together with a twophase educational method, (phase of relation, with a personal approach to the student, and phase of contextualization, with an approach to local community problems) combined with the use of logical didactic tables, proved to be a phenomenal learning tool, immediately linked to students' personal perceptions.