{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,6]],"date-time":"2026-01-06T02:07:55Z","timestamp":1767665275970},"reference-count":18,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2017,8,23]],"date-time":"2017-08-23T00:00:00Z","timestamp":1503446400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/academic.oup.com\/journals\/pages\/about_us\/legal\/notices"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2018,4,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:sec>\n                  <jats:title>Introduction<\/jats:title>\n                  <jats:p>This case study reports the development and delivery of an mHealth elective piloted for first-year undergraduate medical students at Monash University (Australia) and the lessons learned by designers.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Results<\/jats:title>\n                  <jats:p>The students were not as adept at using mHealth devices as the literature had predicted. Expert speakers using mHealth for practice perceptibly engaged students. Force-field analysis was a useful basis for devising end-user evaluative research tools for practice. Combining small- and large-group discussions with eLearning discussions promoted student engagement with new concepts and associated jargon. Assessment by mHealth informatics champions supported the students\u2019 independent learning.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Lessons learned<\/jats:title>\n                  <jats:p>Promotion of mHealth curriculum must be transparent and clear. Our elective delivery was hampered by a lack of suitable mobile device ownership and limited availability of useful, free apps. Technological jargon required clarification. Educators require particular mHealth informatics and educational expertise to support mHealth pedagogies. This learning helps to prepare medical curriculum designers for addressing evolving mHealth practice horizons.<\/jats:p>\n               <\/jats:sec>","DOI":"10.1093\/jamia\/ocx076","type":"journal-article","created":{"date-parts":[[2017,6,22]],"date-time":"2017-06-22T19:38:07Z","timestamp":1498160287000},"page":"380-384","source":"Crossref","is-referenced-by-count":20,"title":["Lessons learned from piloting mHealth informatics practice curriculum into a medical elective"],"prefix":"10.1093","volume":"25","author":[{"given":"Juanita","family":"Fernando","sequence":"first","affiliation":[{"name":"Medical Education Research and Quality Unit, Department of Epidemiology and Preventive Medicine, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jennifer","family":"Lindley","sequence":"additional","affiliation":[{"name":"Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"286","published-online":{"date-parts":[[2017,8,23]]},"reference":[{"key":"2020110612222443600_ocx076-B1","first-page":"62","article-title":"Incorporation of medical informatics and information technology as core components of undergraduate medical education \u2013 Time for change!","volume":"143","author":"Otto","year":"2009","journal-title":"Stud Health Technol Inform."},{"key":"2020110612222443600_ocx076-B2","article-title":"Practice Incentives Program (PIP), Medicare","volume-title":"Australian Government Web Page. 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