South African health sciences students’ perspectives on utilisation, constraints and future possibilities of mHealth and e-Learning

Abstract

Abstract The global COVID-19 pandemic has added considerable complexity to the education and training of health care professionals as well as patient care. Literature suggests that e-Learning and mobile health (mHealth) technologies have great potential, but research studies are sparse, especially in low- to middle-income countries. The paper presents South African health science students’ perceptions of the importance, relevance, constraints and future possibilities of e-Learning and mHealth. Students from five universities participated in a modified Delphi. The first phase of student focus groups and interviews (n = 5), established baseline experiences and perceptions of e-Learning and mHealth during and post-COVID-19. These findings informed the design of an online survey (n = 155) for the second phase of the study. The majority of students were familiar with e-Learning, less so with mHealth; however most believed both to be a beneficial complement to theoretical and clinical teaching. Reasons for an integrated Learning Management System (LMS), also known as virtual learning environments, include increased flexibility, access and enhanced learning; and issues of anxiety, reduced interactivity, an absence of context and a lack of discipline- or profession-specific features as reasons against. The perceived importance of particular features of e-Learning and mHealth tools were highlighted. These findings will contribute to the redesign of online work-integrated curricula and the development of an inclusive, student-centred, health sciences-specific integrated and multi-modal LMS directed towards student-centred learning while addressing concerns around the digital divide and social justice.

Keywords

• e-Learning
• mHealth
• Health sciences curricula
• Health Innovation
• COVID-19