|تعداد مشاهده مقاله||10,718,418|
|تعداد دریافت فایل اصل مقاله||5,186,809|
Introducing a mobile learning model in medical education during COVID-19; a critical review
|Journal of Advances in Medical Education & Professionalism|
|دوره 10، شماره 3، مهر 2022، صفحه 145-155 اصل مقاله (1014.49 K)|
|نوع مقاله: Review article|
|شناسه دیجیتال (DOI): 10.30476/jamp.2022.93494.1534|
|MASOMEH KALANTARION 1؛ MOHAMMAD-MEHDI SADOUGHI 2؛ SOLEIMAN AHMADY 3؛ PER KALLESTRUP 4؛ MARZIEH KATIBEH 4؛ NASRIN - KHAJEALI 5|
|1Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran;|
|2Ophthalmic Research Center, Research Institute for Ophthalmology and Vision Science, Shahid Beheshti University of Medical Sciences, Tehran, Iran|
|3Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran|
|4Centre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark|
|5Department of Medical Education, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran|
|Introduction: Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy was the COVID-19 pandemic. However, the educational pedagogy of such technology has been neglected. This article aimed to critically review available mobile learning models in medical education to suggest a comprehensive model in the field of mobile learning.|
Methods: We conducted this critical review based on the five steps of the Carnwell and Daly method. For a comprehensive systematic search from 2000 to April 2021, the following keywords were used: Personal Digital Assistant, m learning, Mobile learning, Ubiquitous learning, U learning, medical students, and medical education. 3176 studies in PubMed, Scopus, ERIC, Magiran, and Web of Science were identified. In total, 8 articles entered the study.
Results: Eight models of mobile learning in medical education were identified. The key features of each model were extracted and integrated into the new model for the successful design and implementation of mobile learning. This model includes three main elements of mobile learning: 1-stakeholders, 2-interaction, and 3-technology, which are influenced by external factors including Mobiquette, legitimacy, and awareness.
Conclusion: The results of this study are an important contribution to the knowledge collection in mobile learning in
medical education. We introduced a comprehensive model of mobile learning including specific characteristics of strategies in the context of medical education.
|Computers؛ Handheld؛ Learning؛ SARS-CoV-2|
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