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The objective of this study is to understand the adoption of personal digital assistants (PDAs) in the problem-based learning (PBL) curriculum at the University of Wollongong (UOW). Therefore, the research question in this study is 'what are the appropriate strategies for the incorporation of PDAs into the UOW PBL-medical curriculum?' given the resource and financial implications, technology barriers, electromagnetic interference (EI), social acceptance and equity of learning medicine with and without PDA technology. In-depth interviews were designed and conducted with medical faculty members, educational technology specialists and honorary clinical academics. Six concerns and three strategies for the incorporation of PDAs into PBL-medical curriculum were identified. The strategy for the incorporation of PDAs into PBL-approach in medical education at the UOW could be considered as a guideline for the adoption of mobile technology in medical education elsewhere.
Luanrattana et al. (Fri,) studied this question.