http://hdl.handle.net/20.500.12367/2611 Sun, 05 Apr 2026 18:11:52 GMT 2026-04-05T18:11:52Z http://hdl.handle.net/20.500.12367/2893 Report 4. Evaluation and good practices on introducing technology in practice placement - Pilot study results Huertas, Ariadna; Dobrowolska, Beata; Fessl, Angela; Dennerlein, Sebastian ; Treasure-Jones, Tamsin; Elferink, Raymond; Garcia-Lopez, Carles; Cabrera, Esther; Martínez-Gaitero, Carlos; Consorci del projecte 4D This report provides the results of work package 4 called “Evaluation and good practices on introducing technology in practice placement”. Its aim is to evaluate and approve the initial pilot results and toolkit for adopting mobile technology in practice-based learning within the Project ‘4D Digitalization in learning practice placement’. The report first summarizes the development and implementation of the 4D Mobile Apps, which were developed using Learning Toolbox (LTB) and included the Learning Goal Widget (LGW). Afterwards, the report describes the evaluation of the 4D Mobile Apps for the three primary objectives enhancing onboarding processes, supporting reflective practices, and facilitating self-assessment and learning goal tracking for healthcare students during practice placement. [...] Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/20.500.12367/2893 2025-01-01T00:00:00Z http://hdl.handle.net/20.500.12367/2892 Report 3. Successful adoption of mobile technology in practice-based learning Fessl, Angela; Dennerlein, Sebastian; Treasure-Jones, Tamsin; Elferink, Raymond; Garcia-Lopez, Carles; Martínez-Gaitero, Carlos; Consorci del projecte 4D This report summarises the results of work package 3 called “Co-creation and co-design to determine the key components of the App (LTB) in practice-based learning”. Students, clinical tutors, academic assessor, link teachers and managers are just a few of the stakeholders involved in the learning process in clinical practice placements. Throughout this complicated process, tasks and mentorships must be carried out in a way that is coordinated with educational and clinical processes and entrenched in the appropriate contexts. In this regard, WP3 was responsible for defining and conducting co-creation and co-design activities to determine with all project partners key components and features of possible mobile application(s). The goal of these applications is to support all involved stakeholders in practice-based student learning from different perspectives. [...] Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/20.500.12367/2892 2025-01-01T00:00:00Z http://hdl.handle.net/20.500.12367/2614 Report 2 on Recommendations to ensure the introduction of mobile technology in practice placements settings Chrzan-Rodak, Agnieszka; Dziurka, Magdalena; Ozdoba, Patrycja; Szara, Marta; Klukow, Jadwiga; Krysa, Justyna; Machul, Michał; Gesek, Monika; Casanovas, Cristina; Moreno, Daniel; Cabrera, Esther; Martínez-Gaitero, Carlos; Consorci del projecte 4D Background: To address actual problems in teaching as well as learning, embed technologies in respective practices and increase acceptance, the Technology Enhanced Learning (TEL) solution(s) must be co-designed with affected researchers, teachers, students and administrative staff. Digitalising and transforming higher education requires a human-centered approach that promotes adoption and sustainable impact on practice. Leveraging this approach in digitalizing and transforming practice-based learning in healthcare also helps to understand determinants and factors of successful introduction of mobile learning in practice placements. Aim: The aim of this report is to present evidence-based recommendations to ensure the introduction of mobile technology in practice placements settings. [...] Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/20.500.12367/2614 2024-01-01T00:00:00Z http://hdl.handle.net/20.500.12367/2613 Informe 1 sobre factors clau per a una digitalització reeixida de l'aprenentatge basat en la pràctica en l'educació superior sanitària Huertas, Ariadna; Dobrowolska, Beata Antecedents La introducció de la tecnologia mòbil en l'educació en entorns de pràctica clínica té el potencial de millorar l'experiència d'aprenentatge, millorar la retenció de coneixements i desenvolupar habilitats clíniques, alhora que proporciona una solució rendible per als programes d'educació en la pràctica clínica. No obstant això, el procés d'aprenentatge en entorns clínics implica diversos actors com tutors, supervisors, professors i estudiants, i durant aquest complex procés, les tasques i tutories s'han de fer de manera sincronitzada amb els processos educatius i cínics. [...] Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/20.500.12367/2613 2024-01-01T00:00:00Z