. Saurav Basu; . Yamini Marimuthu; . Nandini Sharma; . Pragya Sharma; . Navya Gangadharan; . Sahadev Santra
Volume 10, Issue 11 , November 2020, , Pages 1-5
Abstract
BACKGROUND: There is growing recognition of the role of mobile learning (M‑learning) forundergraduate (UG) academic education and teaching purposes, but teacher attitudes toward itcan ...
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BACKGROUND: There is growing recognition of the role of mobile learning (M‑learning) forundergraduate (UG) academic education and teaching purposes, but teacher attitudes toward itcan be variable.OBJECTIVE: To determine the attitudes toward the incorporation of M‑learning methods for UGmedical education among resident doctors at a government medical college in Delhi, India.METHODS: A cross‑sectional study was conducted for 3‑months duration (2019) among 60 finalyear junior and senior resident doctors. The participants were selected from all the preclinical andparaclinical department, and one clinical department selected randomly based on the probabilityproportion to size method. The data was collected using self‑administered instruments including themodified 20‑item M‑learning Perception Scale (MLPS).RESULTS: Social media (36.7%) and instant messaging platforms (85%) were routinely used by theparticipants for exchanging academic (medical) and health‑related information. The mean score for allthe MLPS item responses was >3, indicating positive attitudes toward M‑Learning. The participantsexpressed maximum agreement with the views stating M‑Learning can “supplement traditionalteaching,” was “reliable for personal use,” and “improves the quality of lessons.” The responses ofthose participants having preexisting familiarity with health information and education portals, andthose aware of massive open online courses correlated significantly with higher MLPS scores.CONCLUSION: M‑learning is visualized as an increasingly relevant teaching and learning mediumby early‑career resident doctors involved in UG medical education in India.
