Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Ma Saung Oo, Susie Schofield, San Thitsa Aung, Mya Mya Thwin, San San Oo, Khin Than Yee, Mar Mar Lwin, Alik Riasadesa Zakaria

Abstract


The role of mobile technology has become an integral part of daily activity among today’s society, including medical schools and hospitals. This study aimed to establish a mobile-learning platform for providing high-quality clinical teaching in undergraduate medical education. It was a mixed-methods design of quantitative survey and qualitative focus-group discussions to analyse the learners' view for acceptance of technology-integrated learning in clinical teaching at Universiti Sultan Zainal Abidin. Forty-two undergraduate medical students from years 3 and 5 participated in this study. The vast majority found that a mobile-learning platform was a helpful medium for the integration of leaning resources and collaboration with other health-care professionals in a clinical setting (p<0.001). They generally agreed that there is an improvement in clinical competence, confidence in clinical reasoning and focusing on the discussion by providing constructive feedback (p<0.001). The qualitative focused group discussion’s findings indicated that most of the participants expressed their satisfaction with improving their intellectual skills and their anticipation of achieving strategic learning via integrated bedside teaching with mobile-group discussions. Overall, the participants accepted that a mobile-learning platform integrated bedside teaching is a constructive, productive approach for enhancing and facilitating their learning in a clinical setting. This study offered a unique insight into learners’ perceptions of benefits and the limitation of technology-enhanced learning in undergraduate medical training. The essential attributes of mobile technology are crucial for technology integration in high-quality clinical teaching.

https://doi.org/10.26803/ijlter.21.11.6


Keywords


mobile technology; mobile learning platform; bedside teaching; medical students; clinical teaching

Full Text:

PDF

References


Ada, B. M., Stansfield, M., & Baxter, G. (2017). Using mobile learning and social media to enhance learner feedback: Some empirical evidence. Journal of Applied Research in Higher Education, 9(1), 70–90. https://doi.org/10.1108/JARHE-07-2015-0060/FULL/XML

Adams, D., Sumintono, B., Mohamed, A., & Noor, N. S. M. (2018). E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution. Malaysian Journal of Learning and Instruction, 15(2), 227–256. https://doi.org/10.32890/MJLI2018.15.2.9

Ajab, S., Pearson, E., Dumont, S., Mitchell, A., Kastelik, J., Balaji, P., & Hepburn, D. (2022). An Alternative to Traditional Bedside Teaching during COVID-19: High-Fidelity Simulation-Based Study. JMIR Medical Education, 8(2), 1–8. https://doi.org/10.2196/33565

Baron, N. S. (2013). Do mobile technologies reshape speaking, writing, or reading? Http://Dx.Doi.Org/10.1177/2050157912459739, 1(1), 134–140. https://doi.org/10.1177/2050157912459739

Bullock, A., Dimond, R., Webb, K., Lovatt, J., Hardyman, W., & Stacey, M. (2015). How a mobile app supports the learning and practice of newly qualified doctors in the UK: An intervention study. BMC Medical Education, 15(1), 1–6. https://doi.org/10.1186/S12909-015-0356-8/TABLES/3

Cho, K. K., Marjadi, B., Langendyk, V., & Hu, W. (2017). The self-regulated learning of medical students in the clinical environment - A scoping review. BMC Medical Education, 17(1), 1–13. https://doi.org/10.1186/S12909-017-0956-6/TABLES/3

Clavier, T., Ramen, J., Dureuil, B., Veber, B., Hanouz, J. L., Dupont, H., Lebuffe, G., Besnier, E., & Compere, V. (2019). Use of the Smartphone App WhatsApp as an E-Learning Method for Medical Residents: Multi-center Controlled Randomized Trial. JMIR MHealth and UHealth, 7(4). https://doi.org/10.2196/12825

Creswell, J. W., & Creswell. David J. (2017). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE Publications, Inc.

David, P., Kim, J. H., Brickman, J. S., Ran, W., & Curtis, C. M. (2014). Mobile phone distraction while studying. New Media & Society, 17(10), 1661–1679. https://doi.org/10.1177/1461444814531692

Davies, B. S., Rafique, J., Vincent, T. R., Fairclough, J., Packer, M. H., Vincent, R., & Haq, I. (2012). Mobile Medical Education (MoMEd) - How mobile information resources contribute to learning for undergraduate clinical students - A mixed methods study. BMC Medical Education, 12(1), 1–11. https://doi.org/10.1186/1472-6920-12-1/FIGURES/1

Delungahawatta, T., Dunne, S. S., Hyde, S., Halpenny, L., McGrath, D., O’Regan, A., & Dunne, C. P. (2022). Advances in e-learning in undergraduate clinical medicine: a systematic review. BMC Medical Education, 22(1), 1–13. https://doi.org/10.1186/s12909-022-03773-1

Dyrek, N., Wikarek, A., Niemiec, M., Owczarek, A. J., Olszanecka-Glinianowicz, M., & Koce?ak, P. (2022). The perception of e-learning during the SARS-CoV-2 pandemic by students of medical universities in Poland – a survey-based study. BMC Medical Education, 22(1), 1–9. https://doi.org/10.1186/s12909-022-03600-7

Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350

Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P., & Grimshaw, J. M. (2009). What is an adequate sample size? Operationalising data saturation for theory-based interview studies. Https://Doi.Org/10.1080/08870440903194015, 25(10), 1229–1245. https://doi.org/10.1080/08870440903194015

Garout, M., Nuqali, A., Alhazmi, A., & Almoallim, H. (2016). Bedside teaching: An underutilized tool in medical education. International Journal of Medical Education, 7, 261–262. https://doi.org/10.5116/ijme.5780.bdba

Garout, M., Nuqali, A., Alhazmi, A., Almoallim, H., Garout, M., Nuqali, A., Alhazmi, A., & Almoallim, H. (2016). Bedside Teaching: The Meeting-to-Meeting Model. Creative Education, 7(11), 1545–1550. https://doi.org/10.4236/CE.2016.711159

Gormley, G., Collins, K., Boohan, M., Bickle, I., & Stevenson, M. (2009). Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Medical Teacher, 31(1). https://doi.org/10.1080/01421590802334317

Howe, K. R. (2012). Mixed Methods, Triangulation, and Causal Explanation. Http://Dx.Doi.Org/10.1177/1558689812437187, 6(2), 89–96. https://doi.org/10.1177/1558689812437187

Hussin, S., Manap, M. R., Amir, Z., & Krish, P. (2012). Mobile Learning Readiness among Malaysian Students at Higher Learning Institutes. Asian Social Science, 8(12), p276. https://doi.org/10.5539/ASS.V8N12P276

Ismail, I., Azizan, S. N., & Gunasegaran, T. (2016). Mobile learning in Malaysian universities: Are students ready? International Journal of Interactive Mobile Technologies, 10(3), 17–23. https://doi.org/10.3991/ijim.v10i3.5316

Jouhari, Z., Haghani, F., & Changiz, T. (2015). Factors affecting self-regulated learning in medical students: A qualitative study. Medical Education Online, 20(1). https://doi.org/10.3402/meo.v20.28694

Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do Learners Really Know Best? Urban Legends in Education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395

Koorsse, M., Anton Olivier, W., & Greyling, J. (2014). Self-regulated Mobile Learning and Assessment: An Evaluation of Assessment Interfaces. Journal of Information Technology Education: Innovations in Practice, 13(June), 089–109. https://doi.org/10.28945/2087

Narayanan, V., & Nair, B. R. (2020). The value of bedside teaching in undergraduate medical education: a literature review. MedEdPublish, 9(July), 149. https://doi.org/10.15694/mep.2020.000149.1

Ohn, M., Ohn, K., D’Souza, U. J. A., Kamarudin, D., Yusof, S., & Arifin, Z. (2018). The use of Communication Application (Whatsapp Group) As an Instructional Tool for Teaching and Learning of Undergraduate Medical Students. INTED2018 Proceedings, 1(March), 9127–9133. https://doi.org/10.21125/inted.2018.2226

Payne, K. F. B., Wharrad, H., & Watts, K. (2012). Smartphone and medical-related App use among medical students and junior doctors in the United Kingdom (UK): a regional survey. BMC Medical Informatics and Decision Making, 12(1). https://doi.org/10.1186/1472-6947-12-121

Raiman, L., Antbring, R., & Mahmood, A. (2017). WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment. BMC Medical Education, 17(1), 1–9. https://doi.org/10.1186/s12909-017-0855-x

Rashid-Doubell, F., Mohamed, S., Elmusharaf, K., & O’Neill, C. S. (2016). A balancing act: A phenomenological exploration of medical students’ experiences of using mobile devices in the clinical setting. BMJ Open, 6(5), 1–11. https://doi.org/10.1136/bmjopen-2016-011896

Romli, M. H., Wan Yunus, F., Cheema, M. S., Abdul Hamid, H., Mehat, M. Z., Md Hashim, N. F., Foong, C. C., Hong, W. H., & Jaafar, M. H. (2022). A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia. Medical Science Educator, 32(3), 657–677. https://doi.org/10.1007/s40670-022-01564-3

Sandars, J., & Cleary, T. J. (2012). Self-Regulation Theory: Applications to medical education. Pdfs.Semanticscholar.Org.

Siddaiah-Subramanya, M., Nyandowe, M., & Zubair, O. (2017). Self-regulated learning: Why is it important compared to traditional learning in medical education? Advances in Medical Education and Practice, 8, 243–246. https://doi.org/10.2147/AMEP.S131780

Siddiqui, F., & Malik, A. A. (2019). Promoting self-regulated learning skills in medical students is the need of time. Journal of Taibah University Medical Sciences, 14(3), 277–281. https://doi.org/10.1016/j.jtumed.2019.03.003

Stickrath, C., Aagaard, E., & Anderson, M. (2013). MiPLAN: A learner-centered model for bedside teaching in today’s academic medical centers. Academic Medicine, 88(3), 322–327. https://doi.org/10.1097/ACM.0b013e318280d8f7

Sultan, A. S. (2019). Bedside teaching: An indispensible tool for enhancing the clinical skills of undergraduate medical students. Journal of the Pakistan Medical Association, 69(2), 235–240.

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd

Wallace, S., Clark, M., & White, J. (2012). ‘It’s on my iPhone’: Attitudes to the use of mobile computing devices in medical education, a mixed-methods study. BMJ Open, 2(4), 1–7. https://doi.org/10.1136/bmjopen-2012-001099

Wang, J., Gao, F., Li, J., Zhang, J., Li, S., Xu, G. T., Xu, L., Chen, J., & Lu, L. (2017). The usability of WeChat as a mobile and interactive medium in student-centered medical teaching. Biochemistry and Molecular Biology Education, 45(5), 421–425. https://doi.org/10.1002/bmb.21065

Watson, K., Wright, A., Morris, N., Mcmeeken, J., Rivett, D., Blackstock, F., Jones, A., Haines, T., O’Connor, V., Watson, G., Peterson, R., & Jull, G. (2012). Can simulation replace part of clinical time? Two parallel randomised controlled trials. Medical Education, 46(7), 657–667. https://doi.org/10.1111/j.1365-2923.2012.04295.x

Woods, N. N., Mylopoulos, M., & Brydges, R. (2011). Informal self-regulated learning on a surgical rotation: uncovering students' experiences in context. Advances in Health Sciences Education : Theory and Practice, 16(5), 643–653. https://doi.org/10.1007/S10459-011-9285-4

Zheng, B., & Zhang, Y. (2020). Self-regulated learning: The effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20(1), 1–7. https://doi.org/10.1186/s12909-020-02023-6


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493