The Use of Communication Application (Whatsapp Group) as an Instructional Tool for Teaching and Learning of Undergraduate Medical Students

Ohn, May Honey; Ohn, Khin Maung; D'Souza, Urban J. A.; Kamarudin, D.; Yusof, Sharil; Arifin, Zainal

doi:10.21125/inted.2018.2226

Cited by 2 publications

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“…However, it varied with the usage of mobile apps, according to geographical location. WhatsApp usage is higher in Malaysia, when compared to WeChat apps usage, which is common in China (Ohn et al, 2018;Wang et al, 2017).…”

Section: Discussionmentioning

confidence: 89%

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Oo¹,

Schofield²,

Aung³

et al. 2022

IJLTER

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The role of mobile technology has become an integral part of daily activity among today’s society, including medical schools and hospitals. This study aimed to establish a mobile-learning platform for providing high-quality clinical teaching in undergraduate medical education. It was a mixed-methods design of quantitative survey and qualitative focus-group discussions to analyse the learners' view for acceptance of technology-integrated learning in clinical teaching at Universiti Sultan Zainal Abidin. Forty-two undergraduate medical students from years 3 and 5 participated in this study. The vast majority found that a mobile-learning platform was a helpful medium for the integration of leaning resources and collaboration with other health-care professionals in a clinical setting (p<0.001). They generally agreed that there is an improvement in clinical competence, confidence in clinical reasoning and focusing on the discussion by providing constructive feedback (p<0.001). The qualitative focused group discussion’s findings indicated that most of the participants expressed their satisfaction with improving their intellectual skills and their anticipation of achieving strategic learning via integrated bedside teaching with mobile-group discussions. Overall, the participants accepted that a mobile-learning platform integrated bedside teaching is a constructive, productive approach for enhancing and facilitating their learning in a clinical setting. This study offered a unique insight into learners’ perceptions of benefits and the limitation of technology-enhanced learning in undergraduate medical training. The essential attributes of mobile technology are crucial for technology integration in high-quality clinical teaching.

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Section: Discussionmentioning

confidence: 89%

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Oo¹,

Schofield²,

Aung³

et al. 2022

IJLTER

View full text Add to dashboard Cite

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“…From the results, the group chats were mainly composed of interactive messages, followed by cohesive messages, and the least was affective messages. While there is a dearth of specific studies among healthcare professionals with which these findings can be compared, Ohn et al [31] found that undergraduate medical students and lecturer were mostly involved in interactive group communication. In another study among parent groups, interactive trait of social presence was dominant compared with cohesive and affective categories [32].…”

Section: Discussionmentioning

confidence: 99%

Social presence and dynamics of group communication: An analysis of a health professionals WhatsApp group chats

et al. 2023

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WhatsApp has become a medium of communication with the potential of promoting collaborative environment with peers, patients and general population. Till date, no analysis of professional WhatsApp groups’ activities exists in physiotherapy. The official WhatsApp group chats of the Association of Clinical and Academic Physiotherapists of Nigeria (ACAPN) was analyzed. A total of 20760 chats were gleaned from July 2020 to June 2021. Videos, audios and emoticons were excluded in the analysis. Administrative permission to conduct was obtained from ACAPN leadership. Two consenting physiotherapists who had never deleted their ACAPN group chats shared and exported all chats to a Gmail. The social presence theory for group communication was used as the framework of analysis. Thematic content analysis was used to analyze qualitative data. Descriptive statistics of frequency and percentages were used to summarize data. Based on social presence theory classifications, interactive messages (64.5%) followed by cohesive messages (30%) were predominant. Members used the platform more for expression of emotions affectively (100%), referring explicitly to others’ messages interactively (56.6%) and for greetings (phatic and salutation) cohesively (61.8%). Qualitative themes indicate that all three categories of social presence theory communications were present sufficiently with interactive category being the most common, as members used the WhatsApp platform to interact, construct and share knowledge. Group WhatsApp platform is a veritable means of communication and an indicator of level of social presence among Nigerian physiotherapists. Communication among Nigerian physiotherapists is mostly interactive, then cohesive and affective in terms of dynamics.

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The Use of Communication Application (Whatsapp Group) as an Instructional Tool for Teaching and Learning of Undergraduate Medical Students

Cited by 2 publications

References 0 publications

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Social presence and dynamics of group communication: An analysis of a health professionals WhatsApp group chats

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