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lation, procedure illustration and provision of instantaneous access to different libraries, which provide vital information for clinical illustration. For example, if one can search for the words –clinical, surgery and medicine- on iTunes App Store, it brings more than 500 related apps. This happens in other searches for instance Google Play. This shows that there are many apps that can be used for clinical instruction because they are abundant and provide lots of information for use. However, one problem associated with them is that because of hundreds of results, the search process could be time consuming and a confusing process where a user may find it difficult to get the specific resource that he or she is looking for (Marshall & Flanagan, 2010).
Most physicians who are currently in clinical practice were never trained using iPads using apps and widgets. However, they are finding it to be a revolutionary aspect because these resources facilitate pre-operative, intraoperative and postoperative care (Franko & Tirrell 2013). Using apps such as drawMD in explaining surgical operation processes to patients has helped physicians to ease the process because they no longer need to carry the cumbersome pieces of stock drawings of anatomy when explaining those procedures to patients. In this regard therefore, it is clear that apps and widgets can be used to provide clinical instruction to students.
The use of apps and widgets in clinical practice has shown that it is possible to use them in clinical instruction. Today many hospitals encourage their physicians to use apps and widgets to aid their clinical practice because they save time, help physicians to handle complex tasks easily and also to include their patients in the care process. For instance, apps such as MIM approved by the U.S. Food and Drug Administration (FDA) has enabled viewing of many imaging modes such as X ray, computed tomography, ultrasound and magnetic resonance among others when users cannot
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Impact of Instructional Coaching on Students.
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