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Exploring barriers and facilitators to mobile technology integration in clinical education: A focus group study with students and stakeholders.

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Title: Exploring barriers and facilitators to mobile technology integration in clinical education: A focus group study with students and stakeholders.
Authors: Dobrowolska, Beata1 (AUTHOR), Huertas-Zurriaga, Ariadna2,3 (AUTHOR) ahuertasz.germanstrias@gencat.cat, Casanovas-Cuéllar, Cristina2,3 (AUTHOR), Dziurka, Magdalena1 (AUTHOR), Garcia-López, Carles4 (AUTHOR), Herbstreit, Stephanie5 (AUTHOR), Mäker, Daniela6 (AUTHOR), Ozdoba, Patrycja1 (AUTHOR), Martínez-Gaitero, Carlos4 (AUTHOR), Cabrera, Esther4 (AUTHOR)
Source: Medical Teacher. Jun2026, Vol. 48 Issue 6, p1036-1049. 14p.
Subject Terms: *Health services accessibility, *School environment, *Curriculum, *Medical education, *Academic medical centers, *Qualitative research, *Focus groups, *Philosophy of education, *Interprofessional relations, *Health occupations students, *Undergraduates, *Educational technology, *Research, *Student attitudes, *Learning strategies, *Comparative studies, Mobile apps, Clinical medicine, Professionalism, Research funding, Medical personnel, Interviewing, Questionnaires, Affinity groups, Pocket computers, Judgment sampling, Descriptive statistics, Thematic analysis, Conceptual structures, Stakeholder analysis, Psychosocial factors
Geographic Terms: Poland, Germany, Spain
Abstract: Introduction: Mobile learning (mLearning) is increasingly recognized as a valuable tool for supporting clinical education by offering students flexible, real-time access to information within clinical learning environments (CLEs). However, its implementation is often hindered by infrastructural limitations, lack of institutional support and training, and concerns related to professionalism and patient perception. There is a lack of evidence that considers both student and stakeholder perspectives across different health education contexts. This study aimed to explore perceived barriers and facilitators to the integration of mLearning in clinical education from the perspectives of undergraduate health occupation students and clinical stakeholders. Methods: An exploratory qualitative design was used, involving six focus groups (FGs) with 25 students and 26 stakeholders from three European universities (Spain, Poland, and Germany). Data were analyzed thematically using the FRAME model (Framework for the Rational Analysis of Mobile Education). Research rigor was ensured through COREQ (COnsolidated criteria for REporting Qualitative research) guidelines and recognized qualitative research standards. Ethical approval was obtained from all institutions involved. Results: A total of 51 participants – 25 students and 26 stakeholders – contributed to six FGs across three countries. Thematic analysis, guided by the FRAME model, revealed key benefits and challenges of mLearning integration in clinical education. Participants highlighted the potential of mobile technology to enhance flexibility, access to knowledge, and peer collaboration in clinical education. However, significant challenges remain, including ethical concerns, generational divides, limited infrastructure, and institutional resistance. Discussion: Mobile technology offers clear benefits for clinical education – such as flexibility, access, and collaboration – but its integration requires addressing ethical, organizational, and generational barriers. Effective implementation demands inclusive, co-designed strategies supported by infrastructure, training, and cultural change. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring barriers and facilitators to mobile technology integration in clinical education: A focus group study with students and stakeholders.
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  Data: Introduction: Mobile learning (mLearning) is increasingly recognized as a valuable tool for supporting clinical education by offering students flexible, real-time access to information within clinical learning environments (CLEs). However, its implementation is often hindered by infrastructural limitations, lack of institutional support and training, and concerns related to professionalism and patient perception. There is a lack of evidence that considers both student and stakeholder perspectives across different health education contexts. This study aimed to explore perceived barriers and facilitators to the integration of mLearning in clinical education from the perspectives of undergraduate health occupation students and clinical stakeholders. Methods: An exploratory qualitative design was used, involving six focus groups (FGs) with 25 students and 26 stakeholders from three European universities (Spain, Poland, and Germany). Data were analyzed thematically using the FRAME model (Framework for the Rational Analysis of Mobile Education). Research rigor was ensured through COREQ (COnsolidated criteria for REporting Qualitative research) guidelines and recognized qualitative research standards. Ethical approval was obtained from all institutions involved. Results: A total of 51 participants – 25 students and 26 stakeholders – contributed to six FGs across three countries. Thematic analysis, guided by the FRAME model, revealed key benefits and challenges of mLearning integration in clinical education. Participants highlighted the potential of mobile technology to enhance flexibility, access to knowledge, and peer collaboration in clinical education. However, significant challenges remain, including ethical concerns, generational divides, limited infrastructure, and institutional resistance. Discussion: Mobile technology offers clear benefits for clinical education – such as flexibility, access, and collaboration – but its integration requires addressing ethical, organizational, and generational barriers. Effective implementation demands inclusive, co-designed strategies supported by infrastructure, training, and cultural change. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2025.2607521
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      – Code: eng
        Text: English
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