Text messages as a learning tool for midwives

Woods, David; Attwell, Arthur A.; Ross, Kathryn; Gb, Theron

doi:10.7196/samj.5322

Cited by 26 publications

(59 citation statements)

References 5 publications

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“…Woods et al (50) describe the use of short message service (SMS) text messages for providing ongoing education to midwives. The service was linked to a Website from which additional reading material could be downloaded.…”

Section: Resultsmentioning

confidence: 99%

“…The service was linked to a Website from which additional reading material could be downloaded. The service was well received but only 17 (34%) of 50 interviewees accessed the Website, while 16 (32%) indicated that they wished to access the Website but did not have Internet access (50). This highlights the problems faced in delivering IP based educational material to rural areas.…”

Section: Resultsmentioning

confidence: 99%

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Tele-Education in South Africa

Mars

2014

Front. Public Health

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Introduction: Telemedicine includes the use of information and communication technology for education in the health sector, tele-education. Sub-Saharan Africa has an extreme shortage of health professionals and as a result, doctors to teach doctors and students. Tele-education has the potential to provide access to education both formal and continuing medical education. While the uptake of telemedicine in Africa is low, there are a number of successful and sustained tele-education programs. The aims of this study were (i) to review the literature on tele-education in South Africa, (ii) describe tele-education activities at the University of KwaZulu-Natal (UKZ-N) in South Africa, and (iii) review the development of these programs with respect to current thinking on eHealth project implementation.Method: A literature review of tele-education in South Africa was undertaken. The development of the tele-education services at UKZ-N from 2001 to present is described. The approaches taken are compared with current teaching on eHealth implementation and a retrospective design-reality gap analysis is made.Results: Tele-education has been in use in South Africa since the 1970s. Several forms of tele-education are in place at the medical schools and in some Provincial Departments of Health (DOH). Despite initial attempts by the National DOH, there are no national initiatives in tele-education. At UKZ-N, a tele-education service has been running since 2001 and appears to be sustainable and reaching maturity, with over 1,400 h of videoconferenced education offered per year. The service has expanded to offer videoconferenced education into Africa using different ways of delivering tele-education.Conclusion: Tele-education has been used in different forms for many years in the health sector in South Africa. There is little hard evidence of its educational merit or economic worth. What it apparent is that it improves access to education and training in resource constrained settings. The development of local and international tele-education at the UKZ-N has not followed what is currently considered to be best practice but shows how programs can develop if there is a real need and the solution assists in meeting the need. Further work is required to analyze the economics of these tele-education endeavors.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Tele-Education in South Africa

Mars

2014

Front. Public Health

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“…Using a mobile phone for this is not a new concept as studies in Kenya and South Africa have successfully used text messages to a similar effect. 15,16 The differences seen in this setting is that individuals are actively seeking the relevant information as opposed to receiving notifications; encouraging independent learning which is recommended by the General Medical Council. 17 House Officers are developing the skills that will help them maintain high levels of clinical practice for years to come.…”

Section: Discussionmentioning

confidence: 99%

Exploring the use of smartphones and tablets by medical House Officers in Korle- Bu Teaching Hospital

Barnor-Ahiaku¹

2016

Ghana Medical Journal

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“…In order to instruct important tips of the perinatal education program to practicing midwives, Woods et al used SMS sent by cell phone to 2500 of them, and found out that recipients believed messages had a good impact on their knowledge acquisition and were eager to continue with the process (Woods et al, 2012). Alipour et al compared learning effect and learner's satisfaction in paper-based and SMS-based method in doctors practicing as gynecology residents by handling printed material and text messages about breast cancer facts and performing pre-and post tests for both methods.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, learning methods with the use of electronic resources are quickly developing and are considered by educational programmers in various conditions. Among mobile learning devices, cell phones are particularly popular because of their nearly unlimited and easy to use accessibility in a mobile setting (Lu, 2008;Woods et al, 2012). Personal ownership of mobile devices has also augmented in recent decades, and in some settings even their use as an educational aid would not be an inconvenience for the class.…”

Section: Introductionmentioning

confidence: 99%

Teaching Breast Cancer Screening via Text Messages as Part of Continuing Education for Working Nurses: A Case-control Study

Alipour¹,

Jannat²,

Hosseini³

2014

Asian Pacific Journal of Cancer Prevention

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Introduction: Although continuing education is necessary for practicing nurses, it is very difficult to organize traditional classes because of large numbers of nurses and working shifts. Considering the increasing development of mobile electronic learning, we carried out a study to compare effects of the traditional face to face method with mobile learning delivered as text messages by cell phone. Materials and Methods: Sixty female nurses working in our hospital were randomly divided into class and short message service (SMS) groups. Lessons concerning breast cancer screening were prepared as 54 messages and sent in 17 days for the SMS group, while the class group participated in a class held by a university lecturer of breast and cancer surgery. Pre-and post-tests were undertaken for both groups at the same time; a retention test also was performed one month later. For statistical analysis, the paired T test and the independent sample T test were used with SPSS software version 16; p<0.05 was considered significant. Results: Mean age and mean work experience of participants in class and SMS groups was 35.8±7.2, 9.8±6.7, 35.4±7.3, and 11.5±8.5, respectively. There was a significant increase in mean score post-tests (compared with pre-tests) in both groups (p<0.05). Although a better improvement in scores of retention tests was demonstrated in the SMS group, the mean subtraction value of the post-and pretests as well as retention-and pre-tests showed no significant difference between the 2 groups (p=0.3 and p =0.2, respectively). Conclusions: Our study shows that teaching via SMS may probably replace traditional face to face teaching for continuing education in working nurses. Larger studies are suggested to confirm this.

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Text messages as a learning tool for midwives

Cited by 26 publications

References 5 publications

Tele-Education in South Africa

Tele-Education in South Africa

Exploring the use of smartphones and tablets by medical House Officers in Korle- Bu Teaching Hospital

Teaching Breast Cancer Screening via Text Messages as Part of Continuing Education for Working Nurses: A Case-control Study

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