Document Type : Original Article
Authors
- . Shital Sopanrao Maske
- . Prathamesh Haridas Kamble
- . Sushma Kushal Kataria
- . Leena Raichandani
- . Ruchika Dhankar
Department of Physiology, AIIMS, Jodhpur, Rajasthan, India
Abstract
OBJECTIVE: The present study assessed the feasibility, effectiveness, and students’ attitude toward
histology teaching using WhatsApp.
MATERIALS AND METHODS: We conducted 6 months of histology teaching session on a “Histology
learning WhatsApp group” consisting of 250 1st‑year medical graduate students at Dr. S.N. Medical
College, Jodhpur. A teacher posted a digital image of histology slides created using a mobile camera; a
slide diagram sketched using hematoxylin and eosin pencil, identification points, and detail description
of slide followed by discussion of queries. The feasibility was measured by adequate enrollment of
students in the WhatsApp group, drop‑out rate during the teaching period, acceptability of the by
students based on their feedback, and perception of the teacher. To study the effectiveness, we
conducted an online test pre‑ and posttests after every 2 months. The Student’s attitude WhatsApp
learning was assessed using the prevalidated feedback questionnaire.
RESULTS: All the 1st‑year medical graduate students admitted in the year 2016 enrolled and most
of them were actively participated in the discussion conducted on WhatsApp group with zero dropout
rate. Students’ feedback indicated that students enjoyed learning using WhatsApp with better
participation than traditional teaching method. Students liked anytime, anywhere learning using
WhatsApp and it helped them to clear doubts. The statistical difference between average pre‑ and
posttest scores (6.54 ± 2.33 and 16.37 ± 3.32, respectively) were statistically significant.
CONCLUSIONS: We conclude that histology teaching using WhatsApp learning group is feasible,
effective, and student‑friendly method. It should be used more frequently to complement traditional
teaching.
Keywords
histology. J Vet Med Educ Summer 2017;44:207.
2. Brierley DJ, Speight PM, Hunter KD, Farthing P. Using virtual
microscopy to deliver an integrated oral pathology course for
undergraduate dental students. Br Dent J 2017;223:115‑20.
3. Mione S, Valcke M, Cornelissen M. Evaluation of virtual
microscopy in medical histology teaching. Anat Sci Educ
2013;6:307‑15.
4. IANS. WhatsApp Now Has 200 Million Monthly Active Users
in India. Gadget 360; 2017. p. 1‑5. Available from: http://www.gadgets.ndtv.com/apps/news/whatsapp‑now‑has‑200‑milli
on‑monthly‑active‑users‑in-india-1663332. [Last accessed on
2017 Mar 09].
5. TNN. Indians Spend 2.5 Hours Per Day on Apps: Report – Times
of India. The Times of India; 2017. p. 1. Available from: https://
www.timesofindia.indiatimes.com/business/india‑business/
indians‑spend‑2‑5‑hours‑per‑day‑on‑apps‑report/
articleshowprint/58653431.cms. [Last accessed on 2018 Feb 04].
6. Etim PJ, Udosen IN, Ema IB. Utilization of WhatsApp and
students performance in geography in uyo educational zone,
Akwa Ibom State. IJIRES 2012;3:3‑6.
7. Awada G. Effect of WhatsApp on critique writing proficiency and
perceptions toward learning. Cogent Educ Cogent 2016;3:1‑25.
8. Naidoo J, Kopung KJ. Exploring the use of WhatsApp in
mathematics learning : A case study. Journal of Communication
2016;7:266‑73.
9. Nize G, Santos M, Leite AF, Tadeu P, Figueiredo DS, Santos N.
Teaching and learning oral radiology via the social medium
WhatsApp. Rev ABENO 2017;17:16‑25.
10. Raiman L, Antbring R, Mahmood A. WhatsApp messenger as a
tool to supplement medical education for medical students on
clinical attachment. BMC Med Educ 2017;17:7.
11. Georgakellos DA, Macris AM. Application of the semantic
learning approach in the feasibility studies preparation training
process. Inf Syst Manag 2009;26:231‑40.
12. Gon S, Rawekar A. Effectivity of E‑learning through WhatsApp
as a teaching learning tool. MVP Journal of Medical Sciences
2017;4:40‑6.
13. Gon S, Rawekar A. Effectivity of E‑learning through WhatsApp
as a teaching learning tool. MVP Journal of Medical Sciences
2017;4:19‑25.
14. Dyavarishetty PV, Patil DC. An interventional study to assess
the effectiveness of “WhatsApp” as a teaching learning tool
in community medicine. Int J Community Med Public Health
2017;4:2564‑9.
15. Mohanakrishnan K, Jayakumar N, Kasthuri A, Nasimuddin S,
Malaiyan J, Sumathi G. Whatsapp enhances Medical education:
Is it the future? Int J Med Sci Public Health 2017;6:353-8. doi:
10.5455/ijmsph.2017.02082016622.
16. So S. Mobile instant messaging support for teaching and learning
in higher education. Internet High Educ 2016;31:32‑42.
17. Alsaleem B. The Effect of “WhatsApp” Electronic Dialogue
Journaling on Improving Writing Vocabulary Word Choice and
Voice of EFL Undergraduate Saudi Students. Arab World English
Journal 2013;4:213-25.
18. Mohesh G, Meerasa S. Perceptions on M‑learning through
WhatsApp application. Educ Technol Health Sci 2016;3:57‑60.
19. Aburezeq IM, Ishtaiwa FF. The impact of WhatsApp on
interaction in an Arabic language teaching course. Int J Arts Sci
2013;6:165‑80.
20. Ranjan R, Jain A, Baghel AS. WhatsApp‑assisted learning of
anatomy as an adjuvant to traditional class‑room learning:
Achievements and prospect. Int J Anat Res 2017;5:3659‑64.
21. Heinze A, Procter C. Online Communication and information
technology education. J Inf Technol Educ 2006;5:235‑49.
22. Lohitashwa R, Shashikala P, Narendra B, Kisan R. Medical
teachers becoming technosavy – Perception of using WhatsApp
as a teaching method. J Educ Res Med Teach 2015;3:20‑3.