Messaging apps use in undergraduate medical education: The case of National Medical Unified Examination

Alhalabi, Nawras; Salloum, Riham; Aless, Abdulaal; Nahas, Louei Darjazini; Ibrahim, Nazir

doi:10.1016/j.amsu.2021.102465

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…A recent systematic review on the use of mobile apps in education in health care professions reported these tools as effective to enhance knowledge and skills in a range of topics, including anatomy, dermatology, and surgery [ 34 ], but it did not provide information about the type of mobile apps described in the included studies. Furthermore, another review on the use of social media in medical education in the context of the COVID-19 pandemic highlighted the use of messaging apps, such as Facebook, Twitter, Instagram, and WhatsApp [ 35 ], to organize groups to post revision topics or questions and share articles and as communication tools to inform students of changes in schedules, important deadlines, or administrative tasks [ 15 , 18 ]. None of these studies presented compelling evidence that the use of proprietary study apps or messaging apps would be advantageous.…”

Section: Discussionmentioning

confidence: 99%

“…These include collaborative projects or wikis, blogs, content-sharing sites, networking platforms, social games [10], and, often, messaging apps. Social media platforms have long been well integrated into medical education [11][12][13][14][15][16][17], and they may be especially appealing to younger students [16] as they are readily accessible from smartphones [17], easy to use [16], and affordable [12,16,17]. The use of social media platforms in medical education has been associated with improved knowledge (examination scores), attitudes (empathy), and skills (reflective writing) [18].…”

Section: Introductionmentioning

confidence: 99%

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The Use of Telegram in Surgical Education: Exploratory Study

Soon¹,

Martinengo²,

Lu³

et al. 2022

JMIR Med Educ

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Background The COVID-19 pandemic has disrupted medical education, shifting learning online. Social media platforms, including messaging apps, are well integrated into medical education. However, Telegram’s role in medical education remains relatively unexplored. Objective This study aims to explore the perceptions of medical students regarding the role of messaging apps in medical education and their experience of using Telegram for surgical education. Methods A Telegram channel “Telegram Education for Surgery Learning and Application (TESLA)” was created to supplement medical students’ learning. We invited 13 medical students who joined the TESLA channel for at least a month to participate in individual semistructured interviews. Interviews were conducted via videoconferencing using an interview guide and were then transcribed and analyzed by 2 researchers using inductive thematic content analysis. Results Two themes were identified: (1) learning as a medical student and (2) the role of mobile learning (mLearning) in medical education. Students shared that pandemic-related safety measures, such as reduced clinic allocations and the inability to cross between wards, led to a decrease in clinical exposure. Mobile apps, which included proprietary study apps and messaging apps, were increasingly used by students to aid their learning. Students favored Telegram over other messaging apps and reported the development of TESLA as beneficial, particularly for revision and increasing knowledge. Conclusions The use of apps for medical education increased during the COVID-19 pandemic. Medical students commonly used apps to consolidate their learning and revise examination topics. They found TESLA useful, relevant, and trustworthy.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use of Telegram in Surgical Education: Exploratory Study

Soon¹,

Martinengo²,

Lu³

et al. 2022

JMIR Med Educ

View full text Add to dashboard Cite

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“…23 This was attributed to students being highly proficient in mobile technology, which greatly contributed to significant student enjoyment in trying out applications and games that have been built specifically for mobile platforms. 23 Instant messaging applications have been used as a supplementary tool to medical education, 24 and several studies have shown an improvement in knowledge level through the use of these platforms, [25][26][27][28] most notably with the application WhatsApp. More recently however, the increasingly popular messaging application Telegram has been trialled for use in medical education in the context of the COVID-19 pandemic.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…Instant messaging applications have been used as a supplementary tool to medical education,24 and several studies have shown an improvement in knowledge level through the use of these platforms,25–28 most notably with the application WhatsApp. More recently however, the increasingly popular messaging application Telegram has been trialled for use in medical education in the context of the COVID-19 pandemic 29 30.…”

Section: Introductionmentioning

confidence: 99%

Evaluating TESLA-G, a gamified, telegram-delivered, quizzing platform for surgical education in medical students: protocol for a pilot randomised controlled trial

Jabir

et al. 2023

BMJ Open

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IntroductionOnline multiple-choice question (MCQ) quizzes are popular in medical education due to their ease of access and ability for test-enhanced learning. However, a general lack of motivation among students often results in decreasing usage over time. We aim to address this limitation by developing Telegram Education for Surgical Learning and Application Gamified (TESLA-G), an online platform for surgical education that incorporates game elements into conventional MCQ quizzes.Methods and analysisThis online, pilot randomised control trial will be conducted over 2 weeks. Fifty full-time undergraduate medical students from a medical school in Singapore will be recruited and randomised into an intervention group (TESLA-G) and an active control group (non-gamified quizzing platform) with a 1:1 allocation ratio, stratified by year of study.We will evaluate TESLA-G in the area of endocrine surgery education. Our platform is designed based on Bloom’s taxonomy of learning domains: questions are created in blocks of five questions per endocrine surgery topic, with each question corresponding to one level on Bloom’s taxonomy. This structure promotes mastery while boosting student engagement and motivation. All questions are created by two board-certified general surgeons and one endocrinologist, and validated by the research team. The feasibility of this pilot study will be determined quantitatively by participant enrolment, participant retention and degree of completion of the quizzes. The acceptability of the intervention will be assessed quantitatively by a postintervention learner satisfaction survey consisting of a system satisfaction questionnaire and a content satisfaction questionnaire. The improvement of surgical knowledge will be assessed by comparing the scores of preintervention and postintervention knowledge tests, which consist of separately created questions on endocrine surgery. Retention of surgical knowledge will be measured using a follow-up knowledge test administered 2 weeks postintervention. Finally, qualitative feedback from participants regarding their experience will be obtained and thematically analysed.Ethics and disseminationThis research is approved by Singapore Nanyang Technological University (NTU) Institutional Review Boards (Reference Number: IRB-2021-732). All participants will be expected to read and sign a letter of informed consent before they are considered as recruited into the study. This study poses minimal risk to participants. Study results will be published in peer-reviewed open-access journals and presented in conference presentations.Trial registration numberNCT05520671.

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“…Instant messaging applications have been used as a supplementary tool to medical education, [24], and several studies have shown an improvement in knowledge level through the use of these platforms [25–28], most notably with the application WhatsApp. More recently however, the increasingly popular messaging application Telegram has been trialled for use in medical education in the context of the COVID-19 pandemic [29,30].…”

Section: Introductionmentioning

confidence: 99%

Evaluating TESLA-G, a gamified, Telegram-delivered, quizzing platform for surgical education in medical students: a protocol for a pilot randomised controlled trial

Jabir

et al. 2022

Preprint

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Introduction Online multiple-choice question (MCQ) quizzes are popular in medical education due to their ease of access and ability for test-enhanced learning. However, a general lack of motivation among students often results in decreasing usage over time. We aim to address this limitation by developing Telegram Education for Surgical Learning and Application Gamified (TESLA-G), an online platform for surgical education that incorporates game elements into conventional MCQ quizzes. Methods and analysis This online, pilot randomised control trial will be conducted over two weeks. Fifty full-time undergraduate medical students will be recruited and randomised into an intervention group (TESLA-G) and an active control group (non-gamified quizzing platform) with a 1:1 allocation ratio, stratified by year of study. We will evaluate TESLA-G in the area of endocrine surgery education. Our platform is designed based on Bloom's taxonomy of learning domains: questions are created in blocks of 5 questions per endocrine surgery topic, with each question corresponding to one level on Bloom's taxonomy. This structure promotes mastery while boosting student engagement and motivation. All questions are created by two board-certified general surgeons and one endocrinologist, and validated by the research team. The feasibility and acceptability of the pilot study will be assessed by participant recruitment and retention rates, acceptability of the intervention, adherence and task completion rate, fidelity of the intervention delivery, and perception of the intervention. The effectiveness of the intervention (TESLA-G) compared to the control will be assessed by improvement in knowledge from pre- to post-intervention, learner satisfaction post-intervention, and retention of knowledge 2 weeks post-intervention. Ethics and dissemination This research is approved by Singapore Nanyang Technological University (NTU) Institutional Review Boards (Reference Number: IRB-2021-732). This study poses minimal risk to participants. Study results will be published in peer-reviewed open-access journals and presented in conference presentations. Trial registration number NCT05520671

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Messaging apps use in undergraduate medical education: The case of National Medical Unified Examination

Cited by 7 publications

References 1 publication

The Use of Telegram in Surgical Education: Exploratory Study

The Use of Telegram in Surgical Education: Exploratory Study

Evaluating TESLA-G, a gamified, telegram-delivered, quizzing platform for surgical education in medical students: protocol for a pilot randomised controlled trial

Evaluating TESLA-G, a gamified, Telegram-delivered, quizzing platform for surgical education in medical students: a protocol for a pilot randomised controlled trial

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