Making It Mobile: Changing Approaches to Clinical Learning Environments

Abstract

Mobile technologies are increasingly being adopted: institutionally by medical schools and independently by students in order to support learning in the clinical environment [1, 2, 3]. Whilst the ubiquitous nature of mobile technologies brings us one step closer to a vision of learning anytime, anywhere [4], the theoretical basis of mobile learning (m-learning) is poorly understood, inadequately researched and as a result, often poorly supported [5, 6]. This research was a direct result of these concerns.