Keywords: electronic mobile technologies, future physician, higher medical education in the USA


The development as well as the global and local spread of mobile devices, mainly smart phones and tablets, have led to the emergence of a new direction of electronic learning in the field of higher medical education, namely mobile learning. This phenomenon causes continuous research, study and application of mobile technologies for learning purposes by medical students and academics. In order to make mobile learning effective, higher medical institutions have to take proper measures. The academic staff should create required learning tools and methodological support, provide proper material and technical conditions for the efficient and safe usage of mobile technologies. The researchers should study the experience of developed countries in this direction. A profound analysis of foreign scientific evidence has shown that the USA ranks a leading position in this branch of innovation. This country has a long history of implementing mobile technologies into the undergraduate university training aimed at improving clinical thinking and communication skills of future physicians. Thus, our paper highlights: the conditions of implementation of electronic mobile technologies in the US higher medical education; current state of their application at medical schools and colleges of the USA; the requirements and risks of new technologies application in university training of future physicians; potentials of social media and gaming technologies as the professional training tools at US higher medical institutions. Priceless experience of the USA should be taken into account while designing new curricula and modernizing an academic process at undergraduate level in Ukraine. The preliminary conditions for this process primarily include the use of mobile applications, social media tools and “smart games” for learning. The electronic mobile technologies involving the tactics of a serious learning game are promising and can aid evolution of m-learning in the Ukrainian higher medical education institutions. However, electronic mobile technologies, including the above listed tools applied in the academic process could be beneficial only in case of their gradual, methodologically correct, grounded and controlled implementation and usage involving proper on-line behavior – digital professionalism.


Download data is not yet available.

Author Biographies

Liubov V. Maniuk, Danylo Halytsky Lviv National Medical University

PhD, Associate Professor, Department of the Latin and Foreign Languages

Nataliia V. Kuchumova, Danylo Halytsky Lviv National Medical University

PhD, Associate Professor, Department of the Latin and Foreign Languages


V. Yu., Bykov; S. H. Lytvynova; O. M. Melnyk. “Effectiveness of Education with Electronic Educational Game Resources in Primary School” [Online]. Information Technologies and Learning Tools, [S.l.], v. 62, n. 6, p. 34-46, dec. 2017. ISSN 2076-8184. Available: <>. Accessed on: March 02, 2018. (in Ukrainian)

K. L. Bugaychuk. “Mobile Learning: Essence and Models of Introduction in Educational Process of Higher Educational Establishments Mia of Ukraine”. Information Technologies and Learning Tools, [S.l.], v. 27, n. 1, mar. 2012. ISSN 2076-8184. [Online]. Available: <>. Accessed on:March 04, 2018. (in Ukrainian).

А. М., Hurzhiy; V. V., Lapinskyi. “Eloctronoc learnong tools as fundamentals of modern learning medium at educational institutions”. Information technologies in education, No 5, pp. 30–37, 2013. (in Ukrainian).

H. P., Lavrentieva. “Healthsaving requirements for the application of electronic learning tools ”. Information Technologies and Learning Tools, No 2 (22), 2011. [Online]. Available: (in Ukrainian).

T. А., Kaluha. “Mobile learning in distance education”. Journal of Taras Shevchenko LNU, No 12 (223), CH. І., P. 113–123. (in Russian).

S. О., Semerikov. “Fundamental grounding of informatics as a subject at higher school”. Monograph, К. : M. P. Drahomanov NPU, 340 p, 2009. (in Ukrainian).

R., Battat. “Global health competencies and approaches in medical education: a literature review”. Biomed Central. Medical education, 2010. [Online]. Available: (in English).

M., Gidda. “Students: Bring your own technology to uni: asking students to use their own tech in lectures could save money, but will it damage attention spans?”. The Guardian, 2014. [Online]. Available: (in English).

V. Joynes and R., Fuller. “Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning”. Medical Teacher, Volume 38, Issue 6, P. 621-627, 2016. [Online]. Available: (in English).

P., George; L., Dumenco, R., Doyle. “Incorporating iPads into a preclinical curriculum: A pilot study”. Medical Teacher, Volume 35, Issue 3, P. 226-230, 2013. [Online]. Available: (in English).

I., Doherty; N., Sharma; D., Harbutt. “Contemporary and future eLearning trends in medical education”. Medical Teacher, Volume 37, Issue 1, P. 1-3, 2015. [Online]. Available: (in English).

R., Ellaway; K., Masters. “AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment”. Med Teach, Vol. 30(5), P. 455–473, 2008. [Online]. Available: (in English).

R., Kassamali; B., Ladak. “Smartphones make smarter students”. Medical Teacher, Volume 35, Issue 5, P. 425, 2013. [Online]. Available: (in English).

J., Comstock. “iPad-equipped medical school class scores 23 percent higher on exam”. 2013. [Online]. Available: (in English).

K., Masters. “Health professionals as mobile content creators: Teaching medical students to develop mHealth applications”. Medical Teacher, Volume 36, Issue 10, P. 883-889, 2014. [Online]. Available: (in English).

M., O’Connell; J., Pascoe. “Undergraduate medical education for the 21st century: leadership and teamwork”. Fam. Med, 36, P. 51-56, 2004. [Online]. Available: (in English).

C., Pimmer; S., Linxen; U., Gröhbiel. “Mobile learning in resource-constrained environments: A case study of medical education”. Medical Teacher, Volume 35, Issue 5, P. e1157-e1165, 2013. [Online]. Available: (in English).

G., Eysenbach. “Medicine 2.0: Social Networking, Collaboration, Participation, Apomediation, and Openness”. J Med Internet Res, Vol. 10 (3), P. e22, 2008. [Online]. Available: (in English).

P., Cartledge; M., Miller; B., Phillips. “The use of social-networking sites in medical education”. Medical Teacher, Volume 35, Issue 10, P. 847-857, 2013. [Online]. Available: (in English).

C., Loughlin; M., Lee. “Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software”. Australasian Journal of Educational Technology, Vol. 26(1), P. 28-43, 2010. [Online]. Available: (in English).

A., Osman; A., Wardle; R., Caesar. “Online professionalism and Facebook – Falling through the generation gap”. Medical Teacher, Volume 34, Issue 8, P. e549-e556, 2012. [Online]. Available:,Title from the screen. (in English).

A., Raikos; P., Waidyasekara. “How useful is YouTube in learning heart anatomy?” Anat Sci Educ, 7 (1), С. 12-18, 2014.

B., Hughes; I., Joshi; J., Wareham. “Health 2.0 and Medicine 2.0: Tensions and Controversies in the Field”. J Med Internet Res, 10 (3), P. e23, 2008. [Online]. Available: (in English).

M., Ahmed; Y., Sherwani; O., Al-Jibury. “Gamification in medical education”. Med Educ Online, 2015. [Online]. Available: (in English).

B., Cugelman. “Gamification: What It Is and Why It Matters to Digital Health Behavior Change Developers”. JMIR, Vol. 1, No 1, 2013. [Online]. Available: (in English).

I., Nicolaidou; A., Antoniades; R., Constantinou. “Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study”. J Med Internet Res, 17 (6), P. e150, 2015. [Online]. Available: (in English).

R., Ellaway; P., Fink; A., Campbell. “Left to their own devices: Medical learners’ use of mobile technologies”. Med Teach, 36 (2), P. 130-138, 2013. [Online]. Available: (in English).

L. V., Maniuk. “Social media in professional and communicative training of future physicians”. Information Technologies and Learning Tools,Vol. 53, No 3, P. 88-97, 2016. [Online]. Available: (in Ukrainian).

K., Masters; R., Ellaway; D., Topps. “Mobile technologies in medical education: AMEE Guide No. 105”. Medical Teacher, Volume 38, Issue 6, P. 537-549, 2016. [Online]. Available: (in English).

R., Ellaway. “eMedical Teacher”, Med Teach, Vol. 33(12), P. 1038-1040, 2011.

R., Ellaway; J., Coral; D., Topps.“Exploring digital professionalism”. Med Teach, Vol. 37(9), P. 844-849, 2015. [Online]. Available: (in English).

K., Masters. “Homo Nodus: Preparing for the next stage of the Internet of Things in Medical Education”. Internet J Med Educ, 5 (1), P. 628-929, 2015. [Online]. Available : (in English).

L. V., Maniuk. “Е-professionalism in education: to post or not to post”. Information and communication technologies in education: experience, problems, perspectives : collection of scientific papers, Ed. 5, Lviv : LSUS, P. 256-259, 2017. (in Ukrainian).

“Social Media Makes Head-way in Medical Education and Health Care”. –AAMC Reporter. 2015. [Online]. Available: (in English).

A., Stupple. “Social Media for Medical Students”. Adjacent Possible Medicine, 2012. [Online]. Available: (in English).

How to Cite
Maniuk, L. V., & Kuchumova, N. V. (2019). APPLICATION OF MOBILE TECHNOLOGIES IN THE PROCESS OF TEACHING FUTURE PHYSICIANS AT THE UNIVERSITIES OF THE USA. Information Technologies and Learning Tools, 74(6), 212-224.
ICT and learning tools in the higher education establishments