Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review

The increasing adoption of digital education, including mobile learning (mLearning), is transforming the training of future health professionals, offering advantages such as improved accessibility, timeliness, and affordability. While mLearning enhances clinical training by providing flexible access...

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Autores: Huertas-Zurriaga, Ariadna, Dobrowolska, Beata, Chrzan-Rodak, Agnieszka, Fessl, Angela, Dennerlein, Sebastian, Herbstreit, Stephanie, Martínez-Gaitero, Carlos, Cabrera, Esther
Tipo de recurso: artículo
Fecha de publicación:2026
País:España
Institución:TecnoCampus
Repositorio:Repositori Digital del TecnoCampus
OAI Identifier:oai:repositori.tecnocampus.cat:20.500.12367/3203
Acceso en línea:http://hdl.handle.net/20.500.12367/3203
https://doi.org/10.1007/s10916-025-02325-6
Access Level:acceso abierto
Palabra clave:Mobile learning
Clinical placements
Facilitators and barriers
Scoping review
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spelling Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping reviewHuertas-Zurriaga, AriadnaDobrowolska, BeataChrzan-Rodak, AgnieszkaFessl, AngelaDennerlein, SebastianHerbstreit, StephanieMartínez-Gaitero, CarlosCabrera, EstherMobile learningClinical placementsFacilitators and barriersScoping reviewThe increasing adoption of digital education, including mobile learning (mLearning), is transforming the training of future health professionals, offering advantages such as improved accessibility, timeliness, and affordability. While mLearning enhances clinical training by providing flexible access to information and supporting practical skills development, chal¬lenges such as inadequate resources and resistance from staff and patients need to be addressed for successful integra¬tion. This review aims to explore the factors for successful adoption of mLearning in clinical placements, providing valuable insights to inform best practices in its implementation. A scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for scoping reviews (PRISMA-ScR). Arksey and O’Malley and Joanna Briggs Institute (JBI) methodology was applied. Searching 6 electronic databases plus manual searching returned 5178 articles, with 76 articles included in analysis. All studies were published between 2008 and 2024, with a significant proportion originating from Canada (n = 12), the United States (n = 12), the United Kingdom (n = 11), and Australia (n = 11).info:eu-repo/semantics/publishedVersionSpringer Nature2026202620262027info:eu-repo/semantics/article28 p.application/pdfhttp://hdl.handle.net/20.500.12367/3203https://doi.org/10.1007/s10916-025-02325-6reponame:Repositori Digital del TecnoCampusinstname:TecnoCampusInglésJournal of Medical Systems Vol 50, article number 3, (2026)© The Author(s) 2026. Publicat sota llicència d’accés obert per Springer NatureAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositori.tecnocampus.cat:20.500.12367/32032026-06-21T13:30:27Z
dc.title.none.fl_str_mv Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
title Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
spellingShingle Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
Huertas-Zurriaga, Ariadna
Mobile learning
Clinical placements
Facilitators and barriers
Scoping review
title_short Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
title_full Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
title_fullStr Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
title_full_unstemmed Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
title_sort Facilitators and barriers to adoption of mobile learning technologies in undergraduate health professional education in clinical environments: a scoping review
dc.creator.none.fl_str_mv Huertas-Zurriaga, Ariadna
Dobrowolska, Beata
Chrzan-Rodak, Agnieszka
Fessl, Angela
Dennerlein, Sebastian
Herbstreit, Stephanie
Martínez-Gaitero, Carlos
Cabrera, Esther
author Huertas-Zurriaga, Ariadna
author_facet Huertas-Zurriaga, Ariadna
Dobrowolska, Beata
Chrzan-Rodak, Agnieszka
Fessl, Angela
Dennerlein, Sebastian
Herbstreit, Stephanie
Martínez-Gaitero, Carlos
Cabrera, Esther
author_role author
author2 Dobrowolska, Beata
Chrzan-Rodak, Agnieszka
Fessl, Angela
Dennerlein, Sebastian
Herbstreit, Stephanie
Martínez-Gaitero, Carlos
Cabrera, Esther
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Mobile learning
Clinical placements
Facilitators and barriers
Scoping review
topic Mobile learning
Clinical placements
Facilitators and barriers
Scoping review
description The increasing adoption of digital education, including mobile learning (mLearning), is transforming the training of future health professionals, offering advantages such as improved accessibility, timeliness, and affordability. While mLearning enhances clinical training by providing flexible access to information and supporting practical skills development, chal¬lenges such as inadequate resources and resistance from staff and patients need to be addressed for successful integra¬tion. This review aims to explore the factors for successful adoption of mLearning in clinical placements, providing valuable insights to inform best practices in its implementation. A scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for scoping reviews (PRISMA-ScR). Arksey and O’Malley and Joanna Briggs Institute (JBI) methodology was applied. Searching 6 electronic databases plus manual searching returned 5178 articles, with 76 articles included in analysis. All studies were published between 2008 and 2024, with a significant proportion originating from Canada (n = 12), the United States (n = 12), the United Kingdom (n = 11), and Australia (n = 11).
publishDate 2026
dc.date.none.fl_str_mv 2026
2026
2026
2027
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.12367/3203
https://doi.org/10.1007/s10916-025-02325-6
url http://hdl.handle.net/20.500.12367/3203
https://doi.org/10.1007/s10916-025-02325-6
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Medical Systems Vol 50, article number 3, (2026)
dc.rights.none.fl_str_mv © The Author(s) 2026. Publicat sota llicència d’accés obert per Springer Nature
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © The Author(s) 2026. Publicat sota llicència d’accés obert per Springer Nature
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 28 p.
application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv reponame:Repositori Digital del TecnoCampus
instname:TecnoCampus
instname_str TecnoCampus
reponame_str Repositori Digital del TecnoCampus
collection Repositori Digital del TecnoCampus
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