Willingness of Academic Stakeholders for using a Mobile Application for Learning of Community Medicine by Undergraduate Medical Students and Its Predictors - A Mixed-methods Study from Bhopal, India.

BACKGROUND

While smartphones are a valuable personalized learning aid, there is a scarcity of Indian studies specifically addressing their use for learning Community Medicine.

OBJECTIVES

To understand the willingness of academic stakeholders to utilize an app in Community Medicine, if developed, and to find out the factors predicting such willingness.

MATERIALS AND

METHODS

A mixed-methods study using a convergent parallel design was conducted between July 2018 and January 2021 at a government-funded medical institution in Bhopal, India. This included a cross-sectional survey of 421 undergraduate medical students using a semi-structured electronic questionnaire. Multivariable logistic regression analysis was conducted. A total of 12 in-depth interviews with undergraduate students, resident doctors, and faculty were conducted, which were analyzed using thematic content analysis.

RESULTS

Of the 421 participants, 82.9% were willing to use the app, if developed. Participants with three or more apps currently installed (adjusted OR = 2.12, P = 0.044) and those who used medical apps based on peer recommendations (adjusted OR = 2.31, P = 0.008) were significantly more willing to use a subject-specific app. Conversely, students using medical apps several times a day were less willing (adjusted OR = 0.45, P = 0.004). Qualitative findings highlighted apps' potential for accessible, updated, and interactive learning, emphasizing time efficiency and self-paced education. Concerns included the inability of apps to replace hands-on experience, development and funding responsibility, potential for distraction, and the need for a robust feedback mechanism.

CONCLUSION

There was high willingness of academic stakeholders to use a mobile application for learning Community Medicine. Supplementing this with hands-on experiences and having feedback mechanisms was perceived as essential. Students using multiple apps can act as motivators for their peers to use the proposed app, during actual implementation.