Implementing a Mobile Education Model for Transformative Learning in Medical Sciences Universities

Abstract

Introduction: Rapid advancement in medical education and technological innovation, coupled with limited time for new work, have ushered in a fresh perspective. This study aims to identify the factors influencing learning via mobile phones in medical science universities.Methods: This descriptive cross-sectional survey study involved 200 specialists from various medical groups, selected through random quota sampling. Mobile education components were extracted through text analysis and expert interviews, and content validity was established based on the medical experts’ opinions. A Cronbach’s alpha above 0.7 confirmed the reliability of the questionnaire. Data analysis was performed using multivariate regression and independent sample t-test with SPSS-23.Results: The most influential component of the infrastructure of mobile education was the provision of credits. In the dimension of tools and equipment, the provision of various software emerged as the most effective component. Empowerment was the most effective component in the ability dimension and human resource motivation, while curriculum planning was the most influential component in the planning and organization dimension. At the 99% confidence level, all criteria significantly differed from the average value, indicating the model’s appropriateness according to all criteria.Conclusion: With the growing use of Internet technology, e-learning has assumed a pivotal role in higher education. The adoption of mobile education and innovative methods can facilitate learning anytime, anywhere, and compensate for the shortcomings and limitations of traditional learning.

Keywords

• education
• software
• empowerment
• curriculum planning
• academic medical centers