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By: Andrew Heath, Lisa Kruesi, Heather Todd, Kaye Lasserre and Sarah Thorning

Rural but not remote! Access in outback Australia. Report on the implementation of Personal Digital Assistants (PDAs) at the Rural Clinical Division, School of Medicine, University of Queensland, Australia. By: Andrew Heath, Lisa Kruesi, Heather Todd, Kaye Lasserre and Sarah Thorning. Outline.

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By: Andrew Heath, Lisa Kruesi, Heather Todd, Kaye Lasserre and Sarah Thorning

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  1. Rural but not remote! Access in outback Australia. Report on the implementation of Personal Digital Assistants (PDAs) at the Rural Clinical Division, School of Medicine, University of Queensland, Australia. By: Andrew Heath, Lisa Kruesi, Heather Todd, Kaye Lasserre and Sarah Thorning

  2. Outline • Background • PDA Project objectives and overview • Pilot phase • Project phase • Findings to date • Future plans

  3. The Location

  4. Ireland Great Britain Japan Germany New Zealand Texas

  5. Comparison United Kingdom – Australia - Queensland

  6. Large comprehensive traditional University • Group of Eight – “Sandstone” University • Multiple campuses, Islands and Farms • Seven Faculties • Highest employment rate of graduates • Universitas 21 Alliance - research intensive

  7. UQ School of Medicine • Operates throughout Queensland and Brunei • Offers the post graduate medical (MBBS) program • Clinical Divisions carry out School’s teaching and research activities: • Central Division • Southern Division • Rural Clinical Division Relationship with Queensland Health

  8. We link people with information

  9. Background • Issues of access to information in rural and remote areas • Successful PDA implementations • No significant trials in Australian Medical Schools • Funding opportunity arose

  10. Project Objectives • Provide access to authoritative, evidence-based information to medical students at their point of learning • Contribute to a positive rural medical education experience and address equity issues for students in remote or isolated areas and have limited access to information and technology infrastructure • Optimise the application of contemporary information and telecommunications technologies in healthcare education and to prepare students for the practicing medicine in 21st Century • Provide a platform for the University of Queensland, School of Medicine to evaluate and report on the applicability of this technology to the teaching and learning environment • Provide the University of Queensland, School of Medicine and the University Cybrary with experience in the provision resources, training and support for PDAs

  11. Funding • Australian Government Department of Health and Ageing funded €41.312 hardware • Cybrary funded €17.213 information resources • Cybrary funded €9.180 part-time Project Coordinator • Total: € 67.705

  12. Staff involved • Project Coordinator: Senior Librarian • Project Reference Group • School of Medicine IT expert • Library Technology Services • RCD Librarians located in Rockhampton and Toowoomba

  13. Pilot Phase • Pilot phase (October to December 2003) provided PDAs to 40 students, academic and library staff • Determine: • Suitability of hardware, software, operating systems and peripherals – i.e. technology mix • Appropriateness of information resources • Appropriateness of training • User support arrangements • Evaluation – survey

  14. Hardware • PDA (Hewlett Packard iPAQ H2200) Pocket PC 2003 • Synchronization Cradle • Power pack • Software (Outlook and ActiveSync) • Case with belt clip • 128MB Secure Digital (SD) expansion card

  15. Administration • Formal terms and condition agreement • QH Privacy conditions • Loss and damage provisions • Asset management by RCD Librarians

  16. Pilot lessons • Technical issues • Resource installation and synchronization • Security and firewalls • Delayed distribution • Resources & licensing issues • Training • Support • Resource selection

  17. Project phase • Timeframe - March to December 2004 • 95 units distributed • Participants - 3rd and 4th year medical students in the Rural Clinical Division regions Queensland, Australia • Initial training provided in major locations

  18. Project Resources • MIMS for PDA (including MIMS Interact) (Australian Drug Index) • Micromedex (drug information database) • Textbooks • Oxford handbook of clinical medicine • Oxford handbook of clinical specialties • Oxford concise medical dictionary • Archimedes (Clinical calculator) • Clinical Evidence • *UpToDate • *Harrisons on Hand • Adobe Acrobat and the Mobipocket readers were loaded on every PDA to allow viewing of PDF documents and textbooks. • Outlook contacts and academic calendar *trialed on three units or less

  19. Usage

  20. Ease of use

  21. Functions used

  22. Information Resources

  23. Perceived value of technology

  24. Do you think that access to the reference materials on the PDA contributes to your educational experience? • 86% (42/49) of responses where positive. The most common thread (50%) related to the ability to look up information at the point of need and in the correct context. For example: • “Yes. It can make clinical situations teaching moments when questions can be explored with the clinician in combination with PDA resources” • “Access information quicker and still in the clinical context, therefore it is more relevant. I am more likely to look something up if I don’t have to remember to look it up later” • “Allows me to find the answers when I want to know them – I would have probably forgotten about them by the time I got time to look them up otherwise”

  25. UQ Cybrary Future • Evaluation and provision of additional Evidence Based Healthcare PDA information resources. • The creation of PDA specific resources such as Evidence-based Healthcare guides. • The creation of a PDA compliant website (including catalogue). • The ongoing implementation of wireless infrastructure within branch libraries. • Lobbying and negotiation with information resource suppliers and publishers to address the lack of site licensing options for resources. • Lobbying to have one payment for information resources rather than paying a site wide subscription and a further PDA download charge • Provision of PDA training and education opportunities. • Provision of technical support and advice to users. • The development of a PDA Website to provide information and support to users. • The promotion of PDAs use through user groups.

  26. UQ School of Medicine Future • Ongoing usage of PDAs within the MBBS program • Development of Teaching and Learning applications e.g. Clinical Logbooks • Integration with the online teaching environment

  27. Outstanding

  28. Conclusion

  29. Further details: • Lisa KruesiEmail: l.kruesi@library.uq.edu.au

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