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Introducing a mobile learning model in medical education during COVID-19; a critical review.
Kalantarion, Masomeh; Sadoughi, Mohammad-Mehdi; Ahmady, Soleiman; Kallestrup, Per; Katibeh, Marzieh; Khajeali, Nasrin.
Afiliación
  • Kalantarion M; Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
  • Sadoughi MM; Ophthalmic Research Center, Research Institute for Ophthalmology and Vision Science, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
  • Ahmady S; Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
  • Kallestrup P; Centre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark.
  • Katibeh M; Centre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark.
  • Khajeali N; Department of Medical Education, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
J Adv Med Educ Prof ; 10(3): 145-155, 2022 Jul.
Article en En | MEDLINE | ID: mdl-35910511
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.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies / Systematic_reviews Idioma: En Revista: J Adv Med Educ Prof Año: 2022 Tipo del documento: Article País de afiliación: Irán Pais de publicación: Irán
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies / Systematic_reviews Idioma: En Revista: J Adv Med Educ Prof Año: 2022 Tipo del documento: Article País de afiliación: Irán Pais de publicación: Irán