Table 5.
Summary of reviewed studies
| Author et al. (year) | Country | Aim of the study | Participants | Design | Main findings |
|---|---|---|---|---|---|
| (30) | Brazil | Develop, validate, and evaluate feasibility of a multimedia software application designed for mobile platforms to help the teaching and learning process of skin flap surgery. | Medical students (N=50) | The pre-test/post-test control group design | Comparing with those taught with standard print material, the test group showed better subjective (post-test) and objective performance in fashioning rhomboid flaps. |
| (29) | Canada | To show if using mobile application (DizzyFIX) had a significant impact on the performance of the Epley particle repositioning maneuver (PRM) by the medical students. | Medical students (N=41) | The post-test-only nonequivalent group design (the static-group comparison) | Mobile application users achieved significantly higher score in Epley particle repositioning maneuver (PRM) performance comparing with controls. |
| (37) | Germany | To determine the effects of a self-developedmobile augmented reality blended learning environment (mARble) for ethically sensitive subjects in particular such as forensic medicine and to compare the results with textbook learning in medical students. | Medical students (N=10) | Pretest post-test nonequivalent group | The mobile augmented reality blended learning environment (mARble) group showed significantly higher knowledge gain comparing with the control group of the ethically sensitive subjects. |
| (32) | India | To determine the effects of a mobile learning application to teach clinical decision making in prosthodontics. | Dentistry students (N= 120) | pre-test/post-test nonequivalent group | Clinical decision-making in prosthodontics with a mobile learning app is an efficient way to improve clinical reasoning skills for planning prosthodontics rehabilitation in dentistry students. |
| (33) | Iran | To examine the effects of clinical training using mobile phone (mobile application for drug use, common heart diseases care and other relevant information) on medication errors made by the nursing Trainees. | Nursing student (N=60) | pre-test/post-test nonequivalent group | Mobile medical software featured with regular training in clinical fields had a positive effect on the cognitive aspects of medication error in nursing students. |
| (34) | Iran | To study the impacts of using mobile educational software (DMOTMC) in improving students’ awareness about dental treatment of patients with systemic diseases. | Dentistry student (N=60) | pre-test/post-test nonequivalent group | The mobile educational software (DMOTMC) group showed significantly higher awareness about dental treatment of the patients with systemic diseases gain comparing with the control group. |
| (22) | Iran | To evaluate nursing students’ perspectives about a mobile software on nursing process for bedside usages. | Nursing students (N=30) | The one-group pre-test/post-test design | There was a significant increase in the rate of nursing process implementation, knowledge and skills of nursing students in nursing process after utilizing the software. |
| (35) | Iran | To study the effects of mobile-based education on dental students' learning in oral pathology course. | Dentistry students (N=30) | Crossover method | Mobile-based teaching was significantly effective on dental students’ learning and final scores in course of oral pathology (p<0.05). |
| (23) | South Korea | To determine the effects of a mobile-based video clip on learning motivation, competence, and class satisfaction in nursing students. | Nursing students (N=71) | The pre-test/post-test control group design | There was significant increase of learning level and satisfaction with class in the experiment group compared to the control group. |
| (15). | South Korea | To examine the effectiveness of using the application on nursing students' knowledge, skills, confidence and satisfaction in maintain infant airway in simulated situation. | Nursing students (N=73) | The pre-test/post-test control group design | The experiment group showed significantly higher scores of maintaining infant air way skills, confidence in performance, knowledge and satisfaction comparing with the control group. |
| (27) | South Korea | To examine the effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students. | Nursing students (N=87) | pre-test/post-test nonequivalent group | Improvement in the experimental group was more significant than that of the control group in communication competence and emotional intelligence. |
| (24) | South Korea | To determine the effects of learning using smartphone video recordings in general "intramuscular injection" practice. | Nursing students (N=76) | pre-test/post-test nonequivalent group | The experimental group showed a significant improvement of intramuscular injection practice competency and learning satisfaction. |
| (3) | South Korea | Comparing the effectiveness of a high-fidelity human patient simulator with a mobile application designed for cardiopulmonary assessment education on student learning. | Nursing students (N=22) | pre-test/post-test nonequivalent group | A mobile application designed for cardiopulmonary assessment education improved maintaining the knowledge retention and provided clinical assessment skills similarly effective to a high-fidelity human patient simulator. |
| (28) | Spain | To determine if a mobile application, as a supplementto traditional learning, is effective for physiotherapy students in the acquisition of palpation and ultrasound skills in the shoulder area. | Physiotherapy students (N=49) | The post-test-only control group design | The experimental group achieved significantly higher scores than the control group for almost all items in the ultrasound assessment; positioning of patient, positioning of ultrasound probe, handling of ultrasound probe and global OSCE and skills in palpation of the shoulder; position of patient, direction of palpation contact and global OSCE. |
| (38) | Spain | To examine the results of using an anatomic app for learning and compare them with the formal traditional method conducted by a teacher. | Medical students (N=30) | pre-test/post-test nonequivalent group | The experimental group showed higher anatomic performance than the students using the traditional method. |
| (36) | Switzerland | To examine effectiveness of different synchronous smartphone-based modes of communication, such as (1) speech only, (2) speech and images, and (3) speech, images, and image annotation (guided noticing) on the recall and transfer of visually and verbally represented medical knowledge (in a patient with a subcapital fracture of the fifth metacarpal bone). | Medical students (N=42) | The post-test-only nonequivalent group design (the static-group comparison) | The results show the use of guided noticing (the integration of speech, images, and image annotation) leads to significantly improved knowledge gains for visually represented knowledge. |
| (25) | Taiwan | To examine effectiveness of mobile learning activities for diagnosing the diseases of respiratory system based on the repertory grid approach. | Nursing students (N=48) | pre-test/post-test nonequivalent group | The results showed that the innovative approach was helpful for improving learning achievements and diagnosing diseases of the respiratory system. |
| (26) | United Kingdom | To examine a drug calculator on a smartphone and compare it with the British National Formulary for Children (BNFC) in terms of accuracy, speed and confidence of prescribing. | Medical students (N=7) and residents (N= 28) | The post-test-only nonequivalent group design (the static-group comparison) | Participants showed higher confident in their prescription using the drugs calculator on the smartphone compared with the British National Formulary for Children. |
| (17) | United States of America | To evaluate medical students' case presentation performance and perception provided with short, just-in-time mobile learning videos in the iPod touch before encountering patients. | Medical students (N=22) | The post-test-only nonequivalent group design (the static-group comparison) | The results showed a statistically significant improvement in medical students patient presentations, when they watched the videos for the first time. |
| (31) | United States of America | To examine if instructional videos provided by iPod regarding female and male urinary catheter insertion increase students' confidence levels and enhance skill competencies. | Medical student (N= 21) | The pre-test/post-test control group design | Video iPods improved medical students' skill competencies and self-confidence levels as to female and male urinary catheter insertion. |
| (16) | United States of America | To determine if using mobile learning module improves skills in chest tube insertion in medical students. | Medical students (N = 42) anesthesia residents (N = 44) | The post-test-only control group design | The subjects in the test group who watched the video had significantly better scores on the chest tube insertion skills checklist than the control group. |