Student‐initiated versus faculty‐initiated use of Tablet PCs in medical education

The introduction of computer‐assisted instruction in medical education more than a decade ago was met with caution and skepticism. Over the ensuing years a variety of technologies have been tried and tested. In general, the paradigm has been a faculty‐initiated approach. This was certainly the case for using digital ink technology in education. Faculty with Tablet PCs have given lectures using pen‐based annotations in PowerPoint presentations or provided electronic copies of handout material. In general, the concept of Tablet PC use in medical education was intriguing to many incoming medical students, especially those who had made the decision to purchase a personal computer; however, a non‐requirement policy meant that many students were not convinced that the benefits outweighed the expenditure. We persisted in our endeavors to enlighten students and faculty colleagues through training sessions, with the premise that this technology would be an effective way to supplement standard teaching practices. Last year, this persistence paid off, but in an unexpected way. One student decided to purchase a Tablet PC and influenced several others to do the same. Now, a quarter of the first year students currently use these convertible laptops in class. The most interesting facet of this transition is that these students request all the class material in Tablet PC compatible format (mostly OneNote or PowerPoint files). In addition, their enthusiasm for the benefits of note taking, note sharing, searching of handwritten notes and flash card production has led to the prospect of a Tablet PC requirement rather than a recommendation. Based upon early evaluations these students indicate that the process of organization and rapid retrieval of information, coupled with wireless access, has led to an enhanced learning experience.