Integration of the mobile technology in medicine of laboratory in the superior technologist's formation

Abstract

Introduction: Integrating mobile technology into the training of clinical laboratory technologists is essential to meet the demands of precision, immediacy, and data management in automated diagnosis. However, limitations persist in its effective pedagogical incorporation. Materials and methods: An exploratory study with a mixed-methods approach, predominantly qualitative, was conducted at the Metropolitan University of Ecuador. The purposive sample included 55 students of the Clinical Laboratory Technology program and 4 professors of Hematology, Biochemistry, and Urinalysis. Scientific observation, student surveys, and professor interviews were used. Results: 75% of professors use mobile technology, but only 50% demonstrate the development of digital competencies in their management. 100% of professors rated the integration of mobile technology as "fair," citing a lack of teaching strategies and training. 64% of students consider mobile technology important in their training, but 76.3% indicated a lack of guidance from professors. Institutional (management and resources), technological (devices and connectivity), and pedagogical (distractions, indiscriminate use of social media) barriers were identified. Discussion: The findings are consistent with previous studies that identify gaps in access, teacher training, and technology-curriculum integration in Latin America, highlighting the need for pedagogical support in higher technical education. Conclusions: Teacher training is required in hematology analyzer simulation, mobile microscopy, and data ethics, as well as the design of teaching strategies that integrate mobile technology as a resource for practical learning in the clinical laboratory.