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Abstract

The role of mobile devices in learning processes is growing rapidly and it is imperative to assess the effect of this technology. This paper explores the experience of healthcare professional students with regard to the educational impacts of mobile learning. We conducted a qualitative study using a conventional qualitative content analysis based on Graneheim and Lundman (2004) method to collect and analyze the experiences of 23 healthcare professional students. Two themes, each with subthemes, emerged from the findings: (1) perceived benefit in learning process, and (2) reflective self-assessment. The results revealed that mobile learning has a positive impact on both the process and the outcome of learning in healthcare professional students. Therefore, creating a supportive condition to promote mobile learning is recommended.

Keywords

Mobile Learning, Healthcare Professional Students, Educational Impacts, Qualitative Study

Author Bio(s)

Hamid Reaz Koohestani is an Assistant Professor of Medical Education at Saveh University of Medical Sciences. Since 2005, he has been an academic staff member at Saveh University of Medical Sciences. His research focuses on healthcare professional educational research and has been published in various scholarly journals. He is also the author of several books, including Research in Medical Education. Correspondence regarding this article can be addressed directly to: koohestani709@gmail.com.

Seyed Kamran Soltani Arabshahi is a Full Professor in Internal Medicine, Center of Educational Research in Medical Sciences, Department of Medical Education, at Iran University of Medical Sciences, Tehran, Iran. Correspondence regarding this article can also be addressed directly to: soltarab.34@gmail.com.

Fazlollah Ahmadi is a full Professor in Nursing, Department of nursing, at Tarbiat Modares University Tehran, Iran. Correspondence regarding this article can also be addressed directly to: ahmadi_fazl@hotmail.com.

Nayereh Baghcheghi is an Assistant Professor of Nursing at Saveh University of Medical Sciences, Saveh, Iran. Correspondence regarding this article can also be addressed directly to: Baghcheghinayereh@gmail.com.

Acknowledgements

This study is a part of the PhD medical education thesis and was supported by Iran University of Medical Sciences. The authors would like to thank all of the students who took part in this study.

Publication Date

7-7-2019

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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