Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation

Briz-Ponce, Laura; Juanes, Juan A.; García-Peñalvo, Francisco José; Pereira, Anabela

doi:10.1007/s10916-016-0487-4

Cited by 97 publications

(68 citation statements)

References 20 publications

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“…The authors hope that this paper encourages others to consider undertaking a similar project. The key findings are similar to those reported elsewhere in relation to usefulness as an educational tool at undergraduate level for medical and pharmacy students (16)(17)(18) and to support clinical decision-making in practice (19)(20)(21)(22)(23) .…”

Section: Discussionsupporting

confidence: 87%

Launching and evaluating a mobile phone app to provide contemporary, evidence-based advice about self-treatable conditions

Hanna¹,

Hall²

2018

EJPCH

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Rationale, aims and objectives: As government-funded healthcare provisions are stretched to their limits, it is important that healthcare professionals provide evidence-based advice about minor ailments to facilitate people’s abilities to self-treat these conditions effectively and appropriately, given that self-care is one of the many components of person-centered healthcare. Unfortunately, despite the expanding over-the-counter (OTC) medicines market, there have been doubts cast about advice given by UK community pharmacists. Indeed, research conducted with pharmacists revealed that evidence of effectiveness was a secondary consideration when making decisions about OTC recommendations. We aimed to address these concerns and support decision-making by providing high quality, evidence-based, information about self-treatable conditions and over-the-counter consultations through a mobile phone app.Method: There were 4 main stages, namely: (1) app development (content and design); (2) piloting (use-testing); (3) publication on Apple and Android stores and marketing of the app and, finally, (4) an evaluation (using analytical data obtained through the app content management system, feedback obtained via email, the star-rating and reviews posted on Google Play and Apple stores and comments obtained at events. Additionally, following ethical approval and piloting, we invited 100 people, representing different groups within the pharmacy profession in Northern Ireland, to complete an evaluation questionnaire.Results: Since launching the project in February 2017, there have been over 5000 downloads, 68,453 sessions of use and the app has received a 5-star rating on both Apple and Google Play stores. Positive feedback has centred on the material being relevant and up-to-date, that it facilitates quick access to information in the workplace and is easy to navigate and that it is a good training tool. Future suggestions for improvement include expanding the number of conditions and providing self-assessment questions to help students prepare for professional examinations.Conclusions: The app appears to have had a positive impact on OTC consultations, but it is still evolving to ensure its usefulness in practice is maximised.

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Section: Discussionsupporting

confidence: 87%

Launching and evaluating a mobile phone app to provide contemporary, evidence-based advice about self-treatable conditions

Hanna¹,

Hall²

2018

EJPCH

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“…In this regard, empirical evidence in the field of medical education suggests that learners who use mobile apps for learning have better performance compared to learners who only use the traditional method [13]. Evidence also suggests that ML applications have a positive and significant impact on students' learning [14,15].…”

Section: Introductionmentioning

confidence: 99%

Investigating factors affecting on medical sciences students’ intention to adopt mobile learning

Azizi

Khatony

2019

BMC Med Educ

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Background: Mobile learning (m-learning) provides a good opportunity for students' lifelong learning. The design and implementation of effective and successful mobile learning requires identification of factors that affect m-learning. The aim of this study was to investigate the factors that affect the intention of students of medical sciences to adopt mobile learning based on theory of planned behavior (TPB). Methods: In this cross-sectional study, 332 students of medical sciences were randomly selected. The study tool was a based a questionnaire that had been designed based on TPB model. Descriptive statistics (mean, standard deviation, frequency and percentage) were calculated. In order to determine the standardized factor loading and assess the study hypotheses, structural equation modeling was used. Composite reliability, average variance extracted, and standardized factor loading were used to determine the convergent validity. Results: The mean of mobile learning readiness was 3.59 ± 0.83. Among the TPB structures, the structures of attitude (β = 0.525) and behavioral control (β = 0.318) had positive and significant effect on the intention to adopt m-learning (P ≤ 0.01). However, the structure of subject norm did not have a significant effect on the intention to adopt m-learning. In general, attitude, behavioral control and subject norm structures were 0.675 determinants of the intention to adopt m-learning (r 2 = 0.675). Conclusions: In this study Mobile learning readiness of the students was at moderate level. Also the results indicated Positive and significant effect of attitude and behavioral control on the intention of students to accept m-learning. The TPB-based model was a suitable model for identifying psychological factors that affect the intention of students of medical sciences to adopt m-leaning. In order to increase the students' acceptance of mobile learning, we suggest that, other psychological, behavioral, social, and cultural factors that affect the acceptance of m-learning should be identified. Educational programs are also suggested to be introduced to students to familiarize them with the mlearning and its application in learning process.

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“…This study was firstly designed to evaluate the perceptions of second-year medical students regarding the APP-based flipped classroom (APP-FC) teaching model in an immunology course in China. The mobile devices and relevant APPs could improve the student knowledge of a subject, giving them additional resources and materials to complement their skills [24]. The mobile learning APP is a useful teaching tool that may deliver knowledge in a convenient and easy manner [16,25,26].…”

Section: Discussionmentioning

confidence: 99%

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Luo

Zhang

et al. 2018

Education Sciences

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Abstract:The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students' perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September-November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students' motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students' scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students' learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.

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Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation

Cited by 97 publications

References 20 publications

Launching and evaluating a mobile phone app to provide contemporary, evidence-based advice about self-treatable conditions

Launching and evaluating a mobile phone app to provide contemporary, evidence-based advice about self-treatable conditions

Investigating factors affecting on medical sciences students’ intention to adopt mobile learning

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

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