From: The role of WhatsApp® in medical education; a scoping review and instructional design model
Author Country | Study title | Journal Year Specialty Under−/Postgraduate | Study design Single arm or not Main data type(s) | Sample size Description of intervention Data collection tool(s) | Key messages from study findings | Levels of learning outcomes Articulated educational theory |
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Mayer et al. [17] United Kingdom | Transfusion education: can using social media help improve training? The West Midlands experience | British Journal of Haematology 2017 Haematology Postgraduate | Retrospective observational study Single arm Qualitative | N = 25 WA case-based transfusion tutorials for 9 months Survey | 13 WA tutorials over 9 months Feedback about WA pros and cons reported Participant’s work on WA used as a basis for workplace-based assessment for that doctor | Kirkpatrick level 1 outcomes. THEORY ARTICULATED: None |
Bhesania et al. [18] USA | Using social media to advance medical education in a university affiliated community residency program | Journal of General Internal Medicine 2018 Cardiology Postgraduate | Prospective observational study Single arm Quantitative | N = 68 ECG learning group on WA for 2 years WA discussion analysis | 167 ECGs and 808 messages posted Evidence of clinical reasoning, establishing diagnoses and proposing treatment in discussions | No Kirkpatrick outcomes THEORY ARTICULATED: None |
Elshaikh et al. [19] USA | WhatsApp as a supplemental learning tool for pathology | Laboratory Investigation 2018 Pathology Postgraduate | Retrospective observational study Single arm Quantitative | N = 24 Pathology group on WA for 2 years Survey, WA discussion analysis | 230 pathology cases discussed Feedback about WA pros and cons discussed 87.5% users learned “new entities” on WA | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Alkhalaf et al. [20] Saudi Arabia | The impact of WhatsApp use on academic achievement among Saudi medical student | Medical Teacher 2018 Medical education Undergraduate | Retrospective observational study Single arm Quantitative | N = 160 Correlation between end of term results and WA usage Survey | WA used by minority (26.9%) for education No association between summative GPAs and WA usage | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Bakshi et al. [21] India | Role of WhatsApp-based discussions in improving residents’ knowledge of post-operative pain management: a pilot study | Korean Journal of Anaesthesia 2017 Anaesthesia-pain Postgraduate | Prospective cohort study Single arm Quantitative | N = 38 Anaesthesia/Pain WA learning group for 3 months Survey, WA discussion analysis, Pre−/post-intervention knowledge and behaviour assessment | Significant improvement in post-intervention knowledge scores (73.6% vs 69.1%, p = 0.031) Significant improvement in learner behaviour (documentation of epidural anaesthesia efficacy) to 3 months | Kirkpatrick level 1, 2 and 3 outcomes Level 3 outcome demonstrated 3 months after teaching THEORY ARTICULATED: None |
Blumenfeld et al. [22] Israel | Real time medical learning using the WhatsApp cellular network: a cross sectional study following the experience of a division’s medical officers in the Israel Defence Forces | Disaster and Military Medicine 2016 General Medicine Postgraduate | Retrospective observational study Single arm Quantitative | N = 41 Peer discussion among military medical professionals on WA for 2 years WA discussion analysis | 478 questions and 531 responses Categorisation of WA messages into textual/visual, questions/responses and subject matter 34% of messages related to clinical discussion | No Kirkpatrick outcomes THEORY ARTICULATED: None |
Carmona et al. [10] International | Realising the potential of real-time clinical collaboration in maternal-fetal and obstetric medicine through WhatsApp | Obstetric medicine 2018 Maternal-fetal medicine Postgraduate | Retrospective observational study Single arm Quantitative study | N = 41 WA education and clinical discussion group in MFM for 2 years Survey, WA discussion analysis | 534 of 5050 (10.6%) related to clinical topics; 35% had educational purpose Categorisation of messages into advice seeking, clinical case sharing, educational content, and miscellaneous content Feedback about WA pros and cons reported. 97% reported “increased knowledge in rare cases” | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Gon et al. [23] India | Effectivity of e-learning through WhatsApp as a teaching learning tool | MVP Journal of Medical Sciences 2017 Pathology Undergraduate | Prospective randomized crossover study Qualitative and quantitative | N = 80 Blended pathology learning using WA for 5 months. Compared with traditional lectures Survey, Pre−/post-intervention knowledge assessment | More questions asked and answered in WA than in lectures. Both WA and lectures improved learners’ scores but no difference in improvement between teaching methods Feedback about WA pros and cons reported | Kirkpatrick levels 1 and 2 outcomes THEORY ARTICULATED: mLearning (mobile learning) |
Goyal et al. [24] India | WhatsApp for teaching pathology postgraduates: a pilot study | Journal of Pathology Informatics 2017 Pathology Postgraduate | Prospective observational study Single arm Quantitative. | N = 69 WA pathology discussions for 4 weeks Survey, WA discussion analysis | 16 pathology cases discussed Feedback about WA pros and cons reported > 1/3 of users posted no messages | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Hayward et al. [25] United Kingdom | Virtual learning communities for faculty members: does WhatsApp work? | Medical Education 2018 Clinical education faculty Postgraduate | Prospective observational study Single arm. Qualitative or Quantitative - unclear | N = 58 WA discussion groups for faculty educators for 1 year Survey | Feedback about WA pros and cons reported Effective way for faculty to feel “connected to the medical school” | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Kaliyadan et al. [26] India | What’s up dermatology? A pilot survey of the use of WhatsApp in dermatology practice and case discussion among members of WhatsApp dermatology groups? | Indian Journal of Dermatology, Venereology and Leprology 2016 Dermatology Postgraduate | Retrospective observational study Single arm Quantitative | N = 100 Dermatology WA case discussions. Unknown duration of discussions. Survey | Feedback about WA pros and cons reported 54% of users thought photo image quality suboptimal 70.5% of users in more than one WA group | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Khan et al. [27] Saudi Arabia | Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students | Pakistan Journal of Medical Science 2017 Pharmacology Undergraduate | Prospective cluster randomisation study Quantitative | N = 72 in 6 universities Blended learning study for 5 months comparing lectures, WA/lectures (W/L) and Learning management system/WA/lectures. (L/W/L) End of term summative assessments | Knowledge outcomes significantly higher in W/L and L/W/L than lectures but no difference between W/L and L/W/L | Kirkpatrick level 2 outcomes THEORY ARTICULATED: mLearning, eLearning |
Loo et al. [28] Malaysia | Use of WhatsApp in assisting psychiatry learning | Medical Education 2016 Psychiatry Postgraduate | Retrospective observational study Single arm Qualitative or Quantitative - unclear | N = 122 WA discussion group to support psychiatry exam preparation. Unknown duration of discussions WA discussion analysis | Feedback about WA pros and cons reported Applicability to “countries with limited resources” | Kirkpatrick level 1 outcomes THEORY ARTICULATED: Peer-to-peer learning |
Mazzuoccolo et al. [29] Argentina | WhatsApp: a real-time tool to reduce the knowledge gap and share the best clinical practices in psoriasis | Telemedicine Journal and e-Health 2019 Dermatology Postgraduate | Prospective observational study Single arm study Quantitative | N = 80 WA discussion group for 1 year to link dermatologists Survey and WA discussion analysis | 197 dermatology questions posted, all answered in discussion Impact of WA discussions on participants’ clinical practice and learning reported | Kirkpatrick level 1 outcomes THEORY ARTICULATED: None |
Bukhari et al. [30] Canada | Enhancing internal medicine trainees’ nephrology competency: Queen’s Nephrology e-learning using WhatsApp study | Internal Medicine 2017 Nephrology Postgraduate | Prospective observational study. Pre−/post-intervention single arm Quantitative | N = 27 WA discussion on nephrology topics for 16 weeks Survey of self-reported confidence in medical knowledge | Self-reported increase in confidence in diagnosing and managing nephrology conditions Early termination due to trainee non-participation | Kirkpatrick level 1 outcomes. THEORY ARTICULATED: None |
Raiman et al. [31] United Kingdom | WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment | BMC Medical Education 2017 Internal Medicine Undergraduate | Prospective descriptive study Single arm Qualitative and quantitative | N = 19 Blended learning using WA discussions with face-to-face problem-based learning WA discussion analysis, Structured interviews | WA content analysis: a) organizational b) educational c) social Emergent themes on WA usage: a) ease of use b) fosters understanding c) sharing resources electronically d) accessing recorded discussions e) generating other learning opportunities f) intrusiveness g) lack of face-to-face interaction | Kirkpatrick level 1 outcomes THEORY ARTICULATED: mLearning |
Khanna et al. [32] Uncertain | “WhatsApp”ening in orthopaedic care: a concise report from a 300-bedded tertiary care teaching centre | European Journal of Orthopaedic Surgery and Traumatology 2015 Orthopaedics Postgraduate | Prospective observational study Pre−/post-intervention single arm Quantitative | N = 8 WA group to share information about new orthopaedic patient admissions. Unknown duration of discussions Pre−/post-intervention knowledge assessment | Knowledge about orthopaedic diagnoses significantly improved No improvement in knowledge about orthopaedic management Feedback about WA pros and cons reported | Kirkpatrick level 2 outcomes THEORY ARTICULATED: NONE |
Kochar et al. [33] USA | Disrupting fellow education through group texting. WhatsApp in fellow education? | Journal of the American College of Cardiology 2018 Cardiology Postgraduate | Prospective observational study Single arm Quantitative | N = 56 Cardiology WA discussion group for 5 months Survey, WA discussion analysis | “> 500 images and videos shared” in WA discussions Guidelines suggested for successful implementation of WA-based learning programme | Kirkpatrick level 1 outcomes THEORY ARTICULATED: NONE |
Ranjan et al. [34] India | WhatsApp-assisted learning of anatomy as an adjuvant to traditional class-room learning: achievements and prospect | International journal of anatomy and research 2017 Anatomy Undergraduate | Prospective observational study Single arm Quantitative | N = 150 Blended learning combining WA anatomy discussions with standard teaching for 8 months Survey | Feedback about WA pros and cons reported WA used to ask questions about topics unclear from lectures Early inclusion of all learners in learning process “anytime and anywhere” learning | Kirkpatrick level 1 outcomes THEORY ARTICULATED: mLearning, Andragogy |
Mohesh et al. [35] India | Perceptions on M-learning through WhatsApp application | Journal of education technology in health sciences 2016 Physiology Undergraduate | Prospective observational study Single arm Qualitative and quantitative | N = 46 Daily physiology WA topics discussed for 46 days Survey | Feedback about WA pros and cons reported Short relevant messages favoured over long messages Suited to the “smart generation” | Kirkpatrick level 1 outcomes THEORY ARTICULATED: mLearning, eLearning |
Dyavarishetty et al. [36] India | An interventional study to assess the effectiveness of “WhatsApp” as a teaching learning tool in community medicine | International journal of community medicine and public health 2017 Community medicine Undergraduate | Prospective observational study Single arm Qualitative and Quantitative | N = 49 Blended learning with WA discussion in 4 modules “complemented existing learning” for 4 months Survey, Pre−/post-intervention knowledge assessment, WA discussion analysis, structured interviews | Knowledge improvement in 2 of 4 modules Drop in participation over course of study Feedback about WA pros and cons reported | Kirkpatrick level 1 and 2 outcomes THEORY ARTICULATED: NONE |
Mohanakrishnan et al. [37] India | WhatsApp enhances medical education: is it the future? | International journal of medical science and public health 2017 Virology Undergraduate | Prospective randomized crossover study Qualitative and quantitative | N = 100 Blended learning comparing WA preparation for 2 days before 2 lectures with lectures alone Survey, post-intervention knowledge assessment | Flipped classroom model in intervention group Feedback about pros and cons of WA reported Significantly better knowledge scores in blended learning group than lecture group after both teaching sessions | Kirkpatrick level 1 and 2 outcomes THEORY ARTICULATED: NONE |
Maske et al. [38] India | Feasibility, effectiveness, and students’ attitude toward using WhatsApp in histology teaching and learning | Journal of education and health promotion 2017 Histopathology Undergraduate | Prospective observational study Single arm Quantitative | N = 250 Three 2-month WA discussions about histology topics Survey, Pre−/post-intervention knowledge assessment | Significant improvement in performance between pre- and post-intervention tests for all 3 lessons Feedback about WA pros and cons reported “anytime anywhere learning” | Kirkpatrick level 1 and 2 outcomes THEORY ARTICULATED: NONE |