• Viktoria Joynes and Richard Fuller.
• a University of Leeds , UK.
• Med Teach. 2016 Jun 1; 38 (6): 621-7.

BackgroundSmartphone use is well established in society, with increasing acceptance in many professional workplaces. Despite the growth in mobile resources, how students and teachers benefit from these devices remains under-researched.AimsAn exploration of student and educators views on the impact of mobile learning re-sources on placement learning experiences as part of the Leeds 'MBChB Mobile' programme.MethodsFocus groups incorporating visual methodologies were undertaken with students from each year group; semi-structured interviews were undertaken with clinical teaching staff, including those who experienced the mobile programme as students themselves.ResultsFour key themes emerged. 'Maturity of learning', related to the way in which senior students use resources in a more nuanced way than junior colleagues. 'Learning differently', identified 'personalisation' and 'just in time' opportunities that mobile resources afforded. 'Learning legitimately' was identified by students as key to ensuring they adopted appropriate behaviours in relation to mobile learning. Using mobile resources at undergraduate level was found to 'change learning patterns for life'.ConclusionsThere is a need to further develop the educational theory behind using mobile resources for learning. The results here suggest that mobile technologies are shaping learning behaviours, and are an indicator of learning maturity, reflecting the wider context of societal enculturation.

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