Do Weekly Alerts From a Mobile Application Influence Reading During Residency?
Journal Articles
Overview
Research
Identity
Additional Document Info
View All
Overview
abstract
Background: The benefits of “spaced education” have been documented for residents in highly focused specialties. We found no published studies of spaced education in family medicine. In this study, we report on the feasibility of delivering weekly alerts from a mobile application (app) developed for exam preparation, to increase the reading of clinical information in the family medicine residency.
Methods
Design: This is a 2-phase mixed methods study. Phase one is a quasi-experimental study of resident reading of information related to priority topics in family medicine. Reading was documented by page views in a noncommercial mobile app.
Participants: All incoming first-year residents at two university training programs in Canada. The intervention group received one alert per week to priority topics on the app, beginning in their second month of residency. The control group was given access to the same app, but received no alerts.
Results: In this paper, we report the phase one preliminary findings. In the intervention group, 81 of 96 first year residents consented. At the control site, 79 of 85 residents consented. After 100 days, intervention group residents had viewed more pages of clinical information across all 99 priority topics (1,546 versus 900) and per topic (15.7 versus 9.1 pages, P < 0.0003). On average, each increase of one visit to the app following a weekly alert was associated with an increase of 3.2 visits to pages of clinical information in the app.
Conclusion: A weekly alert delivered via mobile app shows promise with respect to reading in the family medicine residency.
