Role of WhatsApp in improving learning among medical students

Nanda, Manpreet Singh

doi:10.5455/ijmsph.2019.1235401012019

Cited by 5 publications

(8 citation statements)

References 4 publications

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“…Types of knowledge and skill development included information acquisition and retention, 32‐44 reflection 45‐47 and professionalism 40,48,49,50,51,52,53,54,55,56,57 . Supporting curricular activities ranged from enhancing student engagement, 58‐68 reducing student anxiety with the taught material 69‐71 to improving communication between faculty and students 69,72,73,74 and between students themselves outside of the classroom 38,69,75,76 . Many interventions were evaluated to assess student opinions and attitudes towards inclusion of SoMe within their medical curriculum 8,14,34,49,70,77,78,79,80,81,82,83,84,85,86,87 .…”

Section: Resultsmentioning

confidence: 99%

“…38,69,75,76 Many interventions were evaluated to assess student opinions and attitudes towards inclusion of SoMe within their medical curriculum. 8,14,34,49,70,77,78,79,80,81,82,83,84,85,86,87 Privacy was a focus of 28/58 (48%) SoMe interventions with the use of closed gro ups, 32,45,48,68,70,72,74,75,87,88 private communication platforms such as WhatsApp and WeChat 14,33,34,35,36,37,38,50,51,60,62,66,78,80,81,82,83 and even a bespoke institution-specific SoMe platform. 53 16/58 (28%) studies involved case-based or problem-based learning.…”

Section: Some Interventionsmentioning

confidence: 99%

“…Subjective improvements in students' self-reported performance 56,60,63,123,124 and objective increases in assessment outcomes 33,35,38,40,69,82,125 were reported, including in two studies with controlled designs. 32,80 However, it is unclear whether the differences found in the latter two studies result from the use of SoMe or other confounding variables such as weekly assessment 32 or earlier exposure to educational material.…”

Section: Academic Performancementioning

confidence: 99%

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Social media in undergraduate medical education: A systematic review

et al. 2021

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Introduction There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high‐quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. Methods Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. Results 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self‐reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. Conclusions Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher‐quality study is required to identify longer‐term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.

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Section: Resultsmentioning

confidence: 99%

Section: Some Interventionsmentioning

confidence: 99%

Section: Academic Performancementioning

confidence: 99%

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Social media in undergraduate medical education: A systematic review

et al. 2021

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“…In [33], the function of WhatsApp in promoting learning among medicine students was investigated. The author selected 82 students of medicine, who own smartphones and use WhatsApp [34][35][36].…”

Section: Literature Review On Whatsapp Usagementioning

confidence: 99%

Modern Multivariate Statistical Methods for Evaluating the Impact of WhatsApp on Academic Performance: Methodology and Case Study in India

Sharma¹,

Singh²,

Leiva

et al. 2022

Applied Sciences

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Despite the increasing amount of research on social media, there are few studies on the use of WhatsApp to assess academic performance. Surprisingly, students use social media during lectures, causing a problem. According to the literature, students utilize WhatsApp throughout academic activities where it is prohibited. Researchers and policymakers must pay attention to this problem to understand its impact on academic achievement. In this paper, by using multivariate statistical methods, we investigate the impact of WhatsApp use on academic performance. We construct a questionnaire for this investigation and apply it to a case study based on a sample of 258 students of management from India. We determine the prevalence of WhatsApp employment among these students and note that many of them utilize the app for academic purposes. We found a positive association between time spent on WhatsApp and students’ grade point average (GPA) based on factor, principal component, correlation, and chi-square analyses. Answering questions on the app in class is related to the program’s ability to help students learn. More use of the app in class leads to a lower GPA. However, sometimes, using the app might help students learn and perform better. We identify that many students disseminate materials through the app for academic purposes, contributing to their academic performance. Furthermore, this app is utilized for communicating with their teachers. Computations were carried out with the R and SPSS software.

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“…Teaching can also be effortlessly carried out by employing these social media platforms [2][3] . Social media applications such as WhatsApp are adolescents' most used messaging services these days, attributable to the assortment of utilities they present [2,4] . WhatsApp is a freely available application that is commonly used to send messages, pictures, and audio and video files [1] .…”

Section: Introductionmentioning

confidence: 99%

Students’ perception of WhatsApp usage as an additional learning aid at a Dental College in Pakistan

Ehsan

Umer

Raza

et al. 2023

J. Univ. Med. Dent. Coll.

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BACKGROUND & OBJECTIVE: Technological advancements have transformed society into a global entity; medical education is no exception. Innumerable social media platforms such as Facebook, WhatsApp, Instagram, and Edmodo encourage collaborative learning, improved communication, and knowledge-sharing. The current study aims to assess students' perception of WhatsApp as an additional educational and learning aid for communication purposes, sharing of learning materials, and as a discussion forum. METHODOLOGY: This cross-sectional study was carried out from July 2021 to December 2021 at Faryal Dental College, Sheikhupura, Pakistan. A standardized questionnaire was prepared and circulated amongst students of 1st Year BDS to Final Year BDS. Responses were analyzed using SPSS Version 20. RESULTS: The study comprised 150 participants; the majority, i.e., 62% (n=93), were females, and 38% (n=57) were males. Learning through WhatsApp was found to be useful by 90% of students. An association (p≤0.02) was found among both genders regarding the usefulness of WhatsApp as an additional learning aid. CONCLUSION: These days, social media is a dominant mechanism used for communal exchanges and is also utilized as an additional aid for teaching and learning purposes. Incorporating social media with conventional class teaching in medical education has evident advantages.

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Role of WhatsApp in improving learning among medical students

Cited by 5 publications

References 4 publications

Social media in undergraduate medical education: A systematic review

Social media in undergraduate medical education: A systematic review

Modern Multivariate Statistical Methods for Evaluating the Impact of WhatsApp on Academic Performance: Methodology and Case Study in India

Students’ perception of WhatsApp usage as an additional learning aid at a Dental College in Pakistan

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