Depending on the year in the course, laptops and smartphones are the most popular choice of device and desktop computers are the least popular. Applications on smartphones are very popular and instant messaging is an upcoming form of communication for students.
Instant messaging (IM) is when users communicate instantly via their mobile devices, and it has become one of the most preferred choices of tools to communicate amongst health professions students. The aim of this study was to understand how dental students communicate via IM, faculty members' perspectives on using IM to communicate with students, and whether such tools are useful in the learning environment. After free-associating themes on online communication, two draft topic guides for structured interviews were designed that focussed on mobile device-related communication activities. A total of 20 students and six faculty members at the University of Birmingham School of Dentistry agreed to take part in the interviews. Students were selected from years 1-5 representing each year group. The most preferred communication tools were emails, social networking, and IM. Emails were used for more formal messages, and IM and social networking sites were used for shorter messages. WhatsApp was the most used IM app because of its popular features such as being able to check if recipients have read and received messages and group work. The students reported that changes were necessary to improve their communication with faculty members. The faculty members reported having mixed feelings toward the use of IM to communicate with students. The students wished to make such tools a permanent part of their learning environment, but only with the approval of faculty members. The faculty members were willing to accept IM as a communication tool only if it is monitored and maintained by the university and has a positive effect on learning.
Dentistry-related applications for mobile phones are becoming a popular way of accessing information for students, practitioners and patients. The aim of this article is to review the use of mobile technology, such as 'apps', within dentistry. Over time, there has been a change from desktop learning (D-learning) to mobile learning (M-learning) and this has only been possible with the aid of electronic media and the growth of the Internet. In spite of the increase in mobile applications, there is a need for any information to have a strong underlying evidence base. Several good examples of dental applications which take full advantage of this electronic medium are available. However, developers of mobile applications should provide good quality, peer-reviewed evidence to validate their material.
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Online social networking sites are a popular way to share interests, build and maintain relationships and stay more connected to the world. Tools that were not available a few years ago are now used on a daily basis. Social networking has been likened to a digital tattoo. Both Universities and Healthcare Institutions have concerns about the potential implications that students, educators and practitioners may face when using the media. The main concerns are related to patient protection by both qualified and student healthcare workers. This article outlines the guidelines put in place to avoid any mistakes made on SNS and how to maintain an e-professional aura whilst using SNS. Examples of good and bad social networking by students and practitioners are given. How the implementation of recently introduced guidelines impacts on the use of SNS in dentistry requires further research. Clinical Relevance: Social networking has become part of everyday life and yet it can create problems for dental healthcare professionals as they attempt to accommodate both personal and professional ‘aura’ in the medium.
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