Mobile app for COVID-19 patient education – Development process using the analysis, design, development, implementation, and evaluation models

Ghozali, Muhammad Thesa

doi:10.1515/nleng-2022-0241

Cited by 18 publications

(6 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It could be concluded that the app could be used as a learning medium for patient education. Further studies, however, were needed to prove its effectiveness in the real clinical world [ 11 ]. Zare et al (2023), in study concluded The designed app was given to 20 people including nutritionists and parents with children under 18 years of age for conducting usability evaluation.…”

Section: Discussionmentioning

confidence: 99%

Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university

niromand,

Mansoory,

Ramezani

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Objective Mobile-based educational software offers a wealth of resources that can foster the growth of learners and facilitate the creation of an interactive learning environment. This environment encourages both students and instructors to engage in exploration and the examination of various medical issues. The objective of this study is to design, implement, and evaluate an electronic educational program focused on common medical conditions, specifically tailored for medical students and accessible through mobile phones. Method The study was conducted following an action research approach, which comprised four key stages: needs assessment, application design, training, and evaluation. This research took place at the Kermanshah University of Medical Sciences’ Medical School. In the needs assessment phase, a formal survey was distributed to the teaching faculty members, requesting them to identify diseases and medical issues of high importance for medical interns’ education that were suitable for virtual teaching. Each faculty member was asked to prioritize a minimum of three and a maximum of seven cases. Subsequently, 10 faculty members from various departments completed the survey, leading to the identification of 47 common diseases after eliminating duplicates. These 47 cases were then presented to 30 medical interns, who were asked to select the 20 most significant cases. The 20 diseases with the highest statistical frequency were selected for further development due to resource constraints. The mobile application was developed for the Android platform using the Java programming language and the Android Studio development environment. To assess the application’s effectiveness from the students’ perspective, a questionnaire was designed, encompassing 25 questions across five domains: satisfaction, performance, learning, usability, and educational effectiveness. The questionnaire employed a Likert scale, with response options ranging from ‘completely disagree’ to ‘completely agree,’ scored from 1 to 5. One hundred medical interns and trainees were invited to participate in the evaluation, with 92 of them completing the questionnaires. Results The findings revealed a significant disparity in the average scores between students who underwent traditional teaching methods and those who engaged in mobile-based app-assisted education. This discrepancy was statistically significant across all three examined components. Conclusion Mobile-based learning represents a burgeoning educational approach with profound implications for healthcare education and the enhancement of patient care quality. The widespread integration of mobile phones into the educational framework offers a flexible teaching paradigm, fostering the potential for continuous lifelong learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university

niromand,

Mansoory,

Ramezani

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Findings reflected a wealth of affordances in using technology characterized by learner satisfaction and productivity as well as organizational efficiency and satisfaction. Most notably, the technologies were pleasant to use, versatile, convenient and easily accessible for transferring knowledge to learners (namely, Ghozali, 2022). Figure 8 reflects the usability axial codes, and Appendix 7 provides a description of each code and an example from the studies included.…”

Section: Question 4 How Did the Use Of Technology Benefit The Develop...mentioning

confidence: 99%

Examining technology use within the ADDIE framework to develop professional training

Crompton,

Jones,

Sendi

et al. 2023

EJTD

View full text Add to dashboard Cite

Purpose The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training. Design/methodology/approach A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process. Findings The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial. Research limitations/implications This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations. Practical implications These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning. Social implications This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society. Originality/value This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

show abstract

“…The study used a convenience sample methodology and was conducted in the Special Region of Yogyakarta from January to February 2021. Individuals should meet certain eligibility criteria to participate, including being between the ages of 19 and 34 years old, being unvaccinated, having a mobile phone (speci cally Android OS), expressing a willingness to install the EduCovid-19® mobile phone app [15], and granting the agreement to participate in the study. A public notice requesting possible responders was distributed over two weeks via several social media sites, including WhatsApp, Facebook, and Instagram.…”

Section: Demographics and Sample Selectionmentioning

confidence: 99%

Enhancing Coping Strategies for COVID-19 Vaccine Anxiety: The Efficacy of a Mobile Phone App-Assisted Educational Intervention

Ghozali

Islamy

Hidayaturrohim

2023

Preprint

Self Cite

View full text Add to dashboard Cite

Effective dissemination of information to the public is critical in managing anxiety associated with pandemics and vaccination programs. It implies that healthcare professionals, particularly pharmacists, are primarily responsible for providing precise and reliable information to reduce anxiety. This study aimed to quantify the prevalence of anxiety associated with the COVID-19 vaccine in Indonesia and to test the efficacy of a mobile phone app-based educational intervention in alleviating this specific type of distress. The study used a pre-experimental research design using a one-group pre-test–post-test structure to collect and analyze data. The study was conducted in the Special Region of Yogyakarta, Indonesia, from March to August 2021. According to a descriptive analysis of the pre-intervention data, most participants (n = 268; 56.90%) reported “mild to moderate” concern over the COVID-19 vaccine. However, post-intervention data revealed a significant drop in anxiety levels. Only 36.30% (n = 171) of participants reported “mild to moderate” anxiety, while 27.39% (n = 129) reported “moderate to severe” anxiety. The statistical study, carried out using the Wilcoxon method of hypothesis testing, produced a significant result with a p-value of 0.001, which was much below the usually recognized significance criterion of 0.050. These findings concluded that a mobile phone app-assisted patient education intervention can effectively reduce the HARS questionnaire’s scores among Indonesians. As a recommendation, this study advocates for incorporating a mobile phone app as part of the complete educational infrastructure, since it can serve as an important aid in reducing anxiety associated with COVID-19 vaccines.

show abstract

Mobile app for COVID-19 patient education – Development process using the analysis, design, development, implementation, and evaluation models

Cited by 18 publications

References 18 publications

Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university

Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university

Examining technology use within the ADDIE framework to develop professional training

Enhancing Coping Strategies for COVID-19 Vaccine Anxiety: The Efficacy of a Mobile Phone App-Assisted Educational Intervention

Contact Info

Product

Resources

About