{"id":20828,"date":"2026-07-31T10:33:24","date_gmt":"2026-07-31T10:33:24","guid":{"rendered":"https:\/\/woncaeurope2026.org\/sessions\/no-mobile-phones-allowed-addressing-the-taboo-of-device-use-in-clinical-learning-settings\/"},"modified":"2026-07-31T10:33:24","modified_gmt":"2026-07-31T10:33:24","slug":"no-mobile-phones-allowed-addressing-the-taboo-of-device-use-in-clinical-learning-settings","status":"publish","type":"wsa_session","link":"https:\/\/woncaeurope2026.org\/fr\/sessions\/no-mobile-phones-allowed-addressing-the-taboo-of-device-use-in-clinical-learning-settings\/","title":{"rendered":"\u2018No mobile phones allowed\u2019: addressing the taboo of device use in clinical learning settings"},"content":{"rendered":"<p>Smart devices can be a powerful adjunct for learning in clinical settings, but students are uncertain about the acceptability of using them openly.1We aimed to explore how medical students use point of care information systems in the clinical setting and for self-directed learning. \u00a0During this study, it emerged that students receive mixed messages from clinical teachers about the use of handheld devices during clinical placement which can lead to confusion and covert use. We discuss these findings and how to address device use during clinical learning opportunities.This qualitative study used a convenience sample of 13 fifth-year medical students, who had started consulting independently whilst on General Practice placements. We held three in-person focus groups using a semi-structured topic guide between February and April 2025. Transcripts were anonymised and thematic analysis was performed using a coding template guided by self-directed learning theory.2Students reported using handheld devices on clinical placement to quickly access information which allowed them to feel \u201cmore included with the team,\u201d especially to aid their understanding when educators were \u201creally busy.\u201d \u00a0 However, several students felt uncomfortable using their phone during placement as \u201ca lot of the doctors would get quite annoyed with you,\u201d resulting in covert or \u201csneaky\u201d use, with some students feeling that alternative devices such as iPads may \u201clook slightly better than using a phone.\u201d\u00a0 In contrast, other students experienced role models who used handheld devices, including phones, to support clinical decision-making.Our results suggest that students use handheld devices to enhance clinical education as it allows them to make sense of their observational learning in real time. However, this study supports previous findings that educators display mixed attitudes towards students\u2019 device use in clinical settings.3,4 Students would benefit from clear expectations upfront and consistent messaging around this, relevant to the learning context and setting. Perception of supplementary devices like tablets as more professional than phones may deepen financial inequalities for students who cannot afford them.Handheld devices are a valuable learning resource in the clinical setting, but their use is not yet normalised. Students need an agreed etiquette.<\/p>\n","protected":false},"template":"","class_list":["post-20828","wsa_session","type-wsa_session","status-publish","hentry","description-off"],"_links":{"self":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/wsa_session\/20828","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/wsa_session"}],"about":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/types\/wsa_session"}],"wp:attachment":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/media?parent=20828"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}