Expanding Personal Digital Assistants into Community Preceptors Offices at the Medical College of Wisconsin Gaebler-Uhing C, Anderson R, Morzinski J, Ottow T, Currey L, Simpson D

1
Expanding Personal Digital Assistants
into Community Preceptors Offices at the Medical
College of WisconsinGaebler-Uhing C, Anderson R,
Morzinski J, Ottow T, Currey L, Simpson D
Abstract
Methods
Results
Background Personal Digital Assistants (PDAs)
are instrumental tools for medical education and
patient care. The Medical College of Wisconsin
(MCW) distributes PDAs to their third and fourth
year medical students to foster practice-based
learning. Many community preceptors (CPs) who
precept our students are unfamiliar with PDAs.
Objective Report a pilot approach to distribute
PDAs to CPs, identify their learning gaps, and
provide a system of supports to maximize PDA use
in medical student precepting. Design/Methods
HRSA FD in General Internal Medicine (GIM)-Peds
provided partial support for PDA purchase. 13 CPs
who routinely precept students and work in
underserved areas in GIM (6) and Pediatrics (7)
were selected to receive PDAs. Physician
directors of the FD Peds and GIM program
delivered PDAs in September 2003. At time of
distribution, CPs received an overview of PDA
benefits and included software. A questionnaire
assessing early use and interest in attending PDA
training was distributed 6 weeks post PDA
distribution. A 90 minute hands-on workshop was
conducted using its results. A post-training
questionnaire identified skills and attitudes
attributable to the workshop. Descriptive
statistics and content analysis of open-ended
responses was used. Results At time of
distribution, 1 pediatrician and 1 GIM
self-identified as comfortable with PDAs, all
others were uncomfortable. Post-distribution
questionnaires were received from 10 (77) of 13
CPs. 3 of the 10 had loaded the included
software. Of those who did not, 3 were too busy
at work, 4 required assistance, and 2 reported
technological problems. Other post-distribution
findings 40 had used their PDA in patient care.
20 had used their PDA in student teaching. The
workshop was attended by 8 of the 11 CPs who
reported discomfort with PDAs focused on PDA
basic features address book, date book, and
beaming. CPs rated the sessions impact on their
skills at 6.75 (1poor and 7excellent). 6 of the
8 spontaneously requested future training
sessions. Conclusions PDAs are essential tools
for students and their preceptors, but follow-up
support is essential for CPs who are
uncomfortable with PDAs. We offered a brief
faculty development workshop focused on PDAs that
was well-attended and valued by CPs. Additional
monitoring and support to meet the needs of this
important faculty group are planned.

• Purchase PDAs for active CPs via an HRSA funded
  Faculty Development Grant for General Internal
  Medicine (GIM) -General Pediatrics (GP)
• 13 active CPs working in underserved areas
  received PDAs
• GP7 GIM6
• PDAs hand delivered by FD Program Director for
  GIM or GP
• Brief overview of PDA and benefits
• Demonstration of available applications available
  to CPs through MCW Library at no charge
• Follow-up questionnaire was e-mailed to CPs 6
  weeks post PDA distribution focusing on
• Initial use/experiences with PDA
• Interest in PDA training session
• Training session designed based on questionnaire
  results
• Basic PDA functions (calendar)
• Hands-on, 1-on-1 tutoring provided as needed
• Post-training session questionnaire identified
  skills and attitudes gained at workshop and
  future support needs

• 2 (15) reported high comfort level with PDAs at
  time of distribution
• Post PDA-Distribution Questionnaire Results
• 10 (77) CPs returned questionnaire
• 3 of the 10 loaded PDA software
• Others reported inability to download due to
• Lack of time / too busy (N3)
• Needed assistance (N4)
• Technological problems (N2)
• 40 had used PDA in patient care
• 20 had used PDA for teaching
• PDA CP Workshop
• Attendance 72 (8/11) of CPs who reported PDA
  discomfort attended
• Session impact was rated 6.75 (Scale 1poor to 7
  excellent)
• 6 of 8 attendees spontaneously requested future
  training sessions for software/application
  downloading

Background

• Personal Digital Assistants (PDAs) are emerging
  as an essential point-of-care resource for both
  medical education and patient care
• All M3-4 MCW students receive a PDA to foster
  practice-based learning competencies (e.g., EBM,
  self-assessment)
• MCWs clinical rotations include experiences with
  community preceptors (CPs)
• However, CPs access to and/or familiarity with
  PDAs is highly variable

Summary Conclusion
Support Needs

• PDAs are essential tools for students and CPs
• Follow-up support is essential for CPs who
  report discomfort with PDA technology
• Training session on PDA basic functions was well
  attended and valued by our CPs
• Anticipate the need for on going support
  including site visits to CPs offices to identify
  hidden technical difficulties

• All CPs were site visited by FD Program Director
  for GIM/GP accompanied by MCW PDA support
  personnel (e.g., library, project manager for
  PDAs) to assist CPs with application downloads
• Site visits identified technical difficulties
  related to the CPs office IS system
• CPs receive on going support via
• MCW PDA support staff including FD Program Staff
• CP Web page
• Workshops held in conjunction with
  department/college sponsored conferences attended
  by CPs

Objectives

• Identify CPs PDA-specific support needs
• Identify CPs PDA hardware and application
  learning gaps
• Evaluate the feasibility of providing PDAs to
  sample of CPs

ExCEED Excellence in Community Faculty
Education, Exchange Development
http//www.mcw.edu/edserv/facdev/exceed.htm Fundin
g provided by Faculty Development in Primary
Care. US Dept. of Health and Human Services,
Health Resources and Services Administration
Grant, D14HP00093 and D14HP00157