Medical students’ attitudes and wishes towards extending an educational general practice app to be suitable for practice: A cross-sectional survey from Leipzig, Germany

Sandholzer, Maximilian; Deutsch, Tobias; Frese, Thomas; Winter, Alfred

doi:10.3109/13814788.2016.1144746

Cited by 11 publications

(8 citation statements)

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“…It has been recommended that applications developed for a variety of patient cases could improve the clinical decision-making skills of dental students (Deshpande, Kalaskar & Chahande, 2016). Sandholzer et al. (2016) also revealed that using m-learning apps which are designed to support medical students’ knowledge contributes to active student learning.…”

Section: Discussionmentioning

confidence: 99%

Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

Süner

Yılmaz

Pişkin

2019

PeerJ

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Introduction The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students. Materials and Methods The study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; the Mann–Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. The Kruskal–Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman’s correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage. Results The majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the m-learning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage. Conclusion Dental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students’ performances.

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Section: Discussionmentioning

confidence: 99%

Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

Süner

Yılmaz

Pişkin

2019

PeerJ

View full text Add to dashboard Cite

show abstract

“…It has been recommended that applications developed for a variety of patient cases could improve the clinical decision-making skills of dental students (Deshpande et al, 2016). Sandholzer, Deutsch, Frese, and Winter (2016) also revealed that using m-learning apps which are designed to support medical students' knowledge contributes to active student learning. The students preferred to watch videos on YouTube for educational purposes from their smartphones, a finding that was supported by a recent study where students found YouTube videos more helpful than traditional teaching methods (Khatoon et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Peer Review #2 of "Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students (v0.1)"

Sehgal¹

2019

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The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students. Materials and Methods. The study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; Mann-Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. Kruskal-Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman's correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage. Results. The majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the mlearning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage. Conclusion. Dental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students' performances.

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“…Recently, the introduction of several modern learning methods, including simulations, internet-based resources, and smartphone apps (i.e., dry-based methods), has resulted in better skill set development among medical undergraduate students [ 1 – 4 ]. However, experimental activities (i.e., wet-based methods) have also been proven to induce effective understanding of physiological educational content through their interactive approaches [ 1 , 5 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

Facilitatory Effect of Extending the Course Duration on Dissemination of Educational Content

et al. 2022

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The physiological practice course at Saitama Medical University provides students with the opportunity to learn physiological principles through wet labs and discussions. To develop a more effective method for maximizing learning outcomes, we extended the course’s schedule from one day (1d) to two days (2d) per theme, evaluated self-administered questionnaires between two different years (pre and post-change), and examined whether the increased course length affected learning outcomes. Within the 2018 curriculum year, every theme of the course was completed in a day, including experiments in the wet lab and discussions. In 2019, each theme was assessed for two days. The second-year undergraduate medical students anonymously submitted the self-assessment questionnaire that addressed several aspects, such as understanding of the theme, through a 5-point Likert scale. The average Likert scores varied from 4 to 4.5 point for all questions, and significant differences were not found between the 1d and 2d courses. However, the ratio of students with the highest points increased for one question of the 2d course: 43.6% (1d) to 53.4% (2d) for understanding. Further, the standard deviation (SD) values decreased in the 2d course for every question: 0.29 (1d) to 0.15 (2d) for interest, 0.33 (1d) to 0.19 (2d) for understanding, 0.30 (d) to 0.17 (d) for communication, 0.34 (1d) to 0.19 (2d) for general evaluation. This reduction in the SD values indicated that the educational content was imparted more efficiently to students in the 2d course. Thus, we concluded that extending the course time facilitated dissemination of educational content for every theme.

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Medical students’ attitudes and wishes towards extending an educational general practice app to be suitable for practice: A cross-sectional survey from Leipzig, Germany

Cited by 11 publications

References 24 publications

Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

Peer Review #2 of "Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students (v0.1)"

Facilitatory Effect of Extending the Course Duration on Dissemination of Educational Content

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