Realizing the potential of real-time clinical collaboration in maternal–fetal and obstetric medicine through WhatsApp

Carmona, Sérgio; Alayed, Nada; Al-Ibrahim, A.; D’Souza, Rohan

doi:10.1177/1753495x18754457

Cited by 23 publications

(41 citation statements)

References 23 publications

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“…Twenty-three articles were included in the review, all published in the years 2015–2018 [10, 17–38]. Fourteen enrolled postgraduate and nine [20, 23, 27, 31, 34–38] enrolled undergraduate learners.…”

Section: Resultsmentioning

confidence: 99%

“…Six studies had a national setting [19, 22, 26–29]. Only one study had international WhatsApp® group participation [10].…”

Section: Resultsmentioning

confidence: 99%

“…The seven remaining studies described WhatsApp® groups that included non-educational discourse [10, 20, 22, 25, 28, 29, 32]. This included sharing the clinical aspects of patient care, organisational and scheduling information, emotional support and social messages.…”

Section: Resultsmentioning

confidence: 99%

“…In December 2017, it was the most popular IMA in South America, India, Russia, Eastern Europe, the UK and Africa, and the second most popular in North America [9]. As a secure educational tool it uses two-way opt-in for all users, allows the monitoring of users’ activity and message reading, and has end-to-end encryption [10]. It has some theoretical benefits over other IMAs; prior registration with a SM network is not required, and it is more favourable if internet bandwidth or speeds are poor [10].…”

Section: Introductionmentioning

confidence: 99%

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The role of WhatsApp® in medical education; a scoping review and instructional design model

2019

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Background: Technological advances have driven huge change in educational practices though concerns exist about a lack of evidence informing this change, in particular with social media-based medical education activities. The purpose of this study was to conduct a scoping review of WhatsApp use in medical education, narratively describing how it has been used and evaluated, and the theoretical considerations in relevant articles. Methods: A modified 5-stage scoping review model was used. We performed 2 searches from February 2009 to February 2019 in EBSCO, SCOPUS, Web of Science, EMBASE, Medline PubMed and Google Scholar) using the term "WhatsApp" in all search fields. A 3-stage process for study selection was performed. Only original articles in English presenting original data about WhatsApp in medical education were included. The Kirkpatrick model of training evaluation was used to describe learning outcomes in included studies. Results: Twenty-three articles were selected for review. Three strategies for WhatsApp use were apparent; primarily educational use with a pre-defined curriculum (n = 5), primarily educational use without a curriculum (n = 11), and primarily non-educational use (n = 7). Most of the educational studies used an online moderator and were in a local hospital or university department. Studies not primarily educational were national or international and seldom included an online moderator. All 5 studies with a pre-defined curriculum reported Kirkpatrick level 2 learner knowledge outcomes. A majority of the remaining studies only reported Kirkpatrick level 1 learner attitudes. Seven studies with 647 participants reported an improvement in learners' knowledge following WhatsApp learning, though methodological weaknesses were apparent. Evidence for underlying learning theory considerations were scant throughout the studies. Conclusions: WhatsApp is popular and convenient in medical education. Current published literature suggests it may also be effective as a medical learning tool. By combining the 3 strategies for WhatsApp use and the exploration-enactment-assessment integrated learning design framework, we propose an instant messenger design model for medical education. This may address the need for theory-driven instructional design in social media learning. Further research would clarify the role of WhatsApp and our design model in this area.

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Section: Resultsmentioning

confidence: 99%

“…Six studies had a national setting [19, 22, 26–29]. Only one study had international WhatsApp® group participation [10].…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The role of WhatsApp® in medical education; a scoping review and instructional design model

2019

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“…With over 1.5 billion users worldwide, WhatsApp has emerged as a leader in the instant messaging industry, outranking other services such as Facebook, WeChat, Viber, and Skype [ 6 , 7 ]. WhatsApp is already widely used for various health purposes, including health education [ 8 ], rapid consultations in surgery, obstetrics, or in case of stroke [ 9 , 10 ], and as a tool for support groups like smoking cessation or weight management [ 11 , 12 ]. Moreover, due to its private and controlled environment, WhatsApp has become an ideal platform for discussing current matters of interest spanning news, politics, and activism [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Wildfire-Like Effect of a WhatsApp Campaign to Mobilize a Group of Predominantly Health Professionals With a University Degree on a Health Issue: Infodemiology Study

Kopilaš¹,

Gajović²

2020

J Med Internet Res

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Background Online interactions within a closed WhatsApp group can influence the attitudes and behaviors of the users in relation to health issues. Objective This study aimed to analyze the activity of the members of a WhatsApp group initiated to raise awareness of the possible health effects of 5G mobile networks and mobilize members to sign the related petition. Methods We retrospectively analyzed data from the WhatsApp group of 205 members that was active during 4 consecutive days in August 2019. The messages exchanged were collected, anonymized, and analyzed according to their timing and content. Results The WhatsApp group members were invited to the group from the administrator’s contacts; 91% (187/205) had a university degree, 68% (140/205) were medical professionals, and 24% (50/205) held academic positions. Approximately a quarter of the members (47/205, 23%) declared in their messages they signed the corresponding petition. The intense message exchange had wildfire-like features, and the majority of messages (126/133, 95%) were exchanged during the first 26 hours. Despite the viral activity and high rate of members openly declaring that they signed the petition, only 8 (8/133, 6%) messages from the group members, excluding the administrator, referred to the health issue, which was the topic of the group. No member expressed an opposite opinion to those presented by the administrator, and there was no debate in the form of exchanging opposite opinions. Conclusions The wildfire-like activity of the WhatsApp group and open declaration of signing the petition as a result of the mobilization campaign were not accompanied by any form of a debate related to the corresponding health issue, although the group members were predominantly health professionals, with a quarter of holding academic positions.

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Secure Instant Messaging Application in Prenatal Care

et al. 2020

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Realizing the potential of real-time clinical collaboration in maternal–fetal and obstetric medicine through WhatsApp

Cited by 23 publications

References 23 publications

The role of WhatsApp® in medical education; a scoping review and instructional design model

The role of WhatsApp® in medical education; a scoping review and instructional design model

Wildfire-Like Effect of a WhatsApp Campaign to Mobilize a Group of Predominantly Health Professionals With a University Degree on a Health Issue: Infodemiology Study

Secure Instant Messaging Application in Prenatal Care

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