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.

Abstract

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.