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Year : 2021  |  Volume : 7  |  Issue : 1  |  Page : 10-14

Unmasking the impact of m-learning on medical undergraduates

1 Department of Anatomy, SMS Medical College, Jaipur, Rajasthan, India
2 Department of Pharmacology and Cardiothoracic, SMS Medical College, Jaipur, Rajasthan, India
3 Department of Obstetrics and Gynaecology, JNU, Jaipur, Rajasthan, India
4 Department of Vascular Surgery, SMS Medical College, Jaipur, Rajasthan, India

Correspondence Address:
Dr. Dhruva Sharma
Department of Cardiothoracic and Vascular Surgery, SMS Medical College and Attached Group of Hospitals, JLN Marg, Jaipur - 302 001, Rajasthan
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/IJAM.IJAM_99_20

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Introduction: Newer m-learning devices have become an integral part of medical education. Documentation of impact of these m-learning devices on medical education is still conflicting. The objective of the study was to determine the impact of m-learning on medical undergraduates. Materials and Methods: After obtaining Institutional Ethics Committee approval, this descriptive type of cross-sectional study was carried out among first to fifth semester MBBS undergraduates at a tertiary care teaching hospital. A 31 item prevalidated questionnaire was distributed among respondents and responses were evaluated. Results: Two hundred and sixty-six completely filled responses were obtained. Male preponderance was seen. Most of the students spent 2–4 h on mobile phones. 54.51% students had knowledge regarding m-learning. 79.8 students had medical apps on their electronic portable devices. There has been an improvement in the communication skills among respondents due to m-learning. Some disadvantages were also documented in our study which includes distraction from studies and use of other applications. Conclusion: The awareness about change in the pattern of learning among medical students from “bench-side” to “web-site” is the need of the hour. Internet connectivity is the major area of concern to be looked upon for better m-learning. The following core competencies are addressed in this article: Medical knowledge, Practice-based learning, and Communication skills.

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