Journal of Education and Health Promotion

Abstract BACKGROUND: The relationship between willingness to mobile learning (m‑learning) and educational
achievement was examined in health‑care professional students.
MATERIALS AND METHODS: This is a descriptive correlative study that was conducted from
January 2020 to February 2020. A total of 295 students in Saveh University of Medical Sciences in
Iran were selected through census method. The data were collected using the standard willingness to
m‑learning questionnaire. The data collected were analyzed statistically using Pearson’s correlation
coefficient and concurrent regression analysis.
RESULTS: The mean score of willingness to m‑learning was 165.55 ± 13.4, which is an indicative
of a higher willingness level in the health‑care professional students for m‑learning. There was a
positive and significant relationship between willingness for m‑learning and educational achievement
(r = 0.77, P < 0.01). The predictive variable, i.e., willingness to m‑learning, predicted 53.8% of the
variance of educational achievement (F = 58.801, P = 0.00). Among the variables of willingness to
m‑learning, the regression coefficients of perceived ease, attitude, self‑management in learning,
educational use, and efficiency of m‑learning were significant (P < 0.05). This means that these
variables are direct predictors of educational achievement.
CONCLUSIONS: Willingness to m‑learning had a positive and significant relationship with educational
achievement. Although this study was performed just before the corona outbreak, paying attention
to the results of this study can be helpful for students, faculty members, and policymakers in filling
the educational gap during the coronavirus disease 2019 outbreak.

Abstract BACKGROUND: There is growing recognition of the role of mobile learning (M‑learning) for
undergraduate (UG) academic education and teaching purposes, but teacher attitudes toward it
can be variable.
OBJECTIVE: To determine the attitudes toward the incorporation of M‑learning methods for UG
medical 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 final
year junior and senior resident doctors. The participants were selected from all the preclinical and
paraclinical department, and one clinical department selected randomly based on the probability
proportion to size method. The data was collected using self‑administered instruments including the
modified 20‑item M‑learning Perception Scale (MLPS).
RESULTS: Social media (36.7%) and instant messaging platforms (85%) were routinely used by the
participants for exchanging academic (medical) and health‑related information. The mean score for all
the MLPS item responses was >3, indicating positive attitudes toward M‑Learning. The participants
expressed maximum agreement with the views stating M‑Learning can “supplement traditional
teaching,” was “reliable for personal use,” and “improves the quality of lessons.” The responses of
those participants having preexisting familiarity with health information and education portals, and
those aware of massive open online courses correlated significantly with higher MLPS scores.
CONCLUSION: M‑learning is visualized as an increasingly relevant teaching and learning medium
by early‑career resident doctors involved in UG medical education in India.

Abstract BACKGROUND AND AIM: Given the absence of a scale specially designed to measure willingness
to mobile learning (m‑learning) in medical sciences students, the present study was conducted to
design and evaluate the psychometric properties of “willingness to m‑learning” scale for medical
sciences students.
METHODOLOGY: The study was carried out as a mixed‑method study in two phases at Saveh
University of Medical Sciences in 2019. Phase one was a qualitative study to elaborate on the students’
perception of m‑learning. Then, the statements were extracted, and statement pool was completed
through reviewing the text. In the second phase, the psychometric properties including face, content,
and construct validities (using explorative factor analysis), internal consistency (Cronbach’s alpha),
and test–retest reliability (intercluster correlation test) were measured. A total of 482 students who
were selected randomly participated in the second phase. Data analysis was done with MAXQDA
software (VERBI Software 2019, Berlin, Germany) for qualitative data and SPSS 19 software
(SPSS Inc., Chicago, IL, USA) for quantitative data.
RESULTS: Based on qualitative content analysis and literature review, 92 statements were extracted.
After checking face and content validity, 55 statements remained in the study. Construct validity of the
questionnaire based on explorative factor analysis removed 10 more statements and the remaining 45
statements were categorized into nine factors, namely technophilia, perceived attraction, perceived
ease, perceived conflict, self‑management, attitude, behavioral intention to use, educational use,
and efficacy of m‑learning. Reliability of the scale was obtained as 0.95 based on Cronbach’s alpha
and stability was checked using test–retest method (intercluster correlation coefficient; r = 0.92).
CONCLUSION: Willingness to m‑learning scale had an acceptable reliability and validity in medical
sciences students. Therefore, it can be used for medical sciences students for improve learning
and education.

Abstract INTRODUCTION: Recently, medical education has made significant progress, and medical teachers
are trying to find methods that have most impressive effects on learning. One of the useful learning
methods is student active participation. One of the helpful teaching aids in this method is mobile
technology. The present study aimed to determine the effect of sending educational questions through
short message service (SMS) on academic achievement and satisfaction of medical students and
compare that with lecture teaching.
SUBJECTS AND METHODS: In an semi‑experimental, two chapters of urology reference book,
Smiths General Urology 17th edition, were taught to 47 medical students of Isfahan University of
Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated
by sending questions through SMS, and bladder tumors part was taught in a lecture session. For
each method, pretest and posttest were held, each consisting of thirty multiple choice questions.
To examine the knowledge retention, a test session was held on the same terms for each chapter,
1 month later. At the end, survey forms were distributed to assess student’s satisfaction with SMS
learning method. Data were analyzed through using SPSS 20.
RESULTS: The findings demonstrated a statistically significant difference between the two learning
methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants
were not satisfied.
CONCLUSIONS: The results of the study showed that distance learning through SMS in medical
students could lead to increase knowledge, however, it was not effective on their satisfaction.