Document Type : Original Article

Authors

1 Medical Student Research Center, Isfahan University of Medical Sciences,

2 Department of Medical Education, Education and Development Center, Isfahan University of Medical Sciences, Isfahan, Iran

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.

Keywords

1. Doosti IraniM, Abolhasani S, Haghani F. Comparing strengths and
weaknesses of learning theories. Iran J Med Educ 2012;11:1326‑31.
2. AlHaqwi AI, Taha WS. Promoting excellence in teaching
and learning in clinical education. J Taibah Univ Med Sci
2015;10:97‑101.
3. Billings DM, Halstead JA, Louis MO:. Teaching in Nursing:
A Guide for Faculty.: Saunders, 2009
4. Laidley TL, Braddock CH 3rd. Role of adult learning theory
in evaluating and designing strategies for teaching residents
in ambulatory settings. Adv Health Sci Educ Theory Pract
2000;5:43‑54.
5. BidokhtMH, AssarehA. Life‑long learners through problem‑based
and self directed learning. Procedia Comput Sci 2011;3:1446‑53.
6. Lijanporn S, Khlaisang J. The development of an activity‑based
learning model using educational mobile application to enhance
discipline of elementary school students. Procedia Soc Behav Sci
2015;174:1707‑12.
7. Lenny CH, Peng YQ. Efficacies of different methods of teaching
transcultural nursing practice in China. Chin Nurs Res
2014;1:17‑24.
8. Thaiposri P, Wannapiroon P. Enhancing students’ critical thinking
skills through teaching and learning by inquiry‑based learning
activities using social network and cloud computing. Procedia
Soc Behav Sci 2015;174:2137‑44.
9. Könings KD, van Berlo J, Koopmans R, Hoogland H, Spanjers IA,
ten Haaf JA, et al. Using a smartphone app and coaching group
sessions to promote residents’ reflection in the workplace. Acad
Med 2016;91:365‑70.
10. Chang C, Chang CK, Shih JL. Motivational strategies in a mobile
inquiry‑based language learning setting. System 2016;59:100‑15.
11. Karimi S. Do learners’ characteristics matter? An exploration
of mobile‑learning adoption in self‑directed learning. Comput
Human Behav 2016;63:769‑76.
12. Walsh K. Mobile learning in medical education: Review. Ethiop
J Health Sci 2015;25:363‑6.
13. Wu WH, Wu YC, Chen CY, Kao HY, Lin CH, Huang SH. Review
of trends from mobile learning studies: A meta‑analysis. Comput
Educ 2012;59:817‑27.
14. Kukulska‑Hulme A. Mobile usability and user experience. Mobile
Learning: A Handbook for Educators and Trainers. 2005. p. 45‑56.
New York, Taylor and Francis Inc, Routledge.
15. MasikaMM, OmondiGB, NatembeyaDS, MuganeEM, Bosire KO,
Kibwage IO. Use of mobile learning technology among final year
medical students in Kenya. Pan Afr Med J 2015;21:127.
16. Huitt W. The information processing approach to cognition.
Educational Psychology Interactive. Valdosta, GA: Valdosta
University; 2003.
17. Broom MA, Adamson GT, Draper LR. Text messaging in medical
education. Pediatrics 2014;133:e491‑3.
18. Cavus N, Ibrahim D. m-Learning: An experiment in using SMS to
support learning new English language words. Br J Educ Technol
2009;40:78‑91.
19. Chuang YH, Tsao CW. Enhancing nursing students’ medication
knowledge: The effect of learning materials delivered by short
message service. Comput Educ 2013;61:16‑75.
20. Alipour S, Moini A, Jafari‑Adli S, Gharaie N, Mansouri K.
Comparison of teaching about breast cancer via mobile or
traditional learning methods in gynecology residents. Asian Pac
J Cancer Prev 2012;13:4593‑5.
21. Lu M. Effectiveness of vocabulary learning via mobile phone.
J Computer Assist Learn 2008;24:515‑25.
22. Naderi F, Ayati M, Zare Bidaki M, Akbari Bourang M. The
effect of mobile learning on metacognitive self‑regulation and
attitudes of students of allied health sciences. Iran J Med Educ
2014;13:1001‑10.
23. Shekholeslami V, Mohammad Eslami N, Gholipoor A. The
investigation of mobile learning effectiveness on organization
behavior training. Manage Res 2014;27:35‑56.