Maske Shital Sopanrao, Kamble Prathamesh Haridas, Kataria Sushma Kushal, Raichandani Leena, Dhankar Ruchika
Department of Anatomy, Dr. S.N. Medical College, Jodhpur, Rajasthan, India.
Department of Physiology, AIIMS, Jodhpur, Rajasthan, India.
J Educ Health Promot. 2018 Dec 28;7:158. doi: 10.4103/jehp.jehp_30_18. eCollection 2018.
The present study assessed the feasibility, effectiveness, and students' attitude toward histology teaching using WhatsApp.
We conducted 6 months of histology teaching session on a "Histology learning WhatsApp group" consisting of 250 1-year medical graduate students at Dr. S.N. Medical College, Jodhpur. A teacher posted a digital image of histology slides created using a mobile camera; a slide diagram sketched using hematoxylin and eosin pencil, identification points, and detail description of slide followed by discussion of queries. The feasibility was measured by adequate enrollment of students in the WhatsApp group, drop-out rate during the teaching period, acceptability of the by students based on their feedback, and perception of the teacher. To study the effectiveness, we conducted an online test pre- and posttests after every 2 months. The Student's attitude WhatsApp learning was assessed using the prevalidated feedback questionnaire.
All the 1-year medical graduate students admitted in the year 2016 enrolled and most of them were actively participated in the discussion conducted on WhatsApp group with zero dropout rate. Students' feedback indicated that students enjoyed learning using WhatsApp with better participation than traditional teaching method. Students liked anytime, anywhere learning using WhatsApp and it helped them to clear doubts. The statistical difference between average pre- and posttest scores (6.54 ± 2.33 and 16.37 ± 3.32, respectively) were statistically significant.
We conclude that histology teaching using WhatsApp learning group is feasible, effective, and student-friendly method. It should be used more frequently to complement traditional teaching.
本研究评估了使用WhatsApp进行组织学教学的可行性、有效性以及学生对其的态度。
我们在焦特布尔S.N.医学院的一个由250名一年级医学研究生组成的“组织学学习WhatsApp群组”上进行了为期6个月的组织学教学课程。一名教师发布了使用手机摄像头拍摄的组织学切片的数字图像；一张用苏木精和伊红铅笔绘制的切片示意图、识别要点以及切片的详细描述，随后是对问题的讨论。可行性通过WhatsApp群组中足够的学生注册人数、教学期间的辍学率、学生基于反馈的接受度以及教师的看法来衡量。为了研究有效性，我们每2个月进行一次在线测试前测和后测。使用预先验证的反馈问卷评估学生对WhatsApp学习的态度。
2016年入学的所有一年级医学研究生均已注册，并且他们中的大多数积极参与了在WhatsApp群组上进行的讨论，辍学率为零。学生的反馈表明，与传统教学方法相比，学生更喜欢使用WhatsApp学习，参与度更高。学生喜欢使用WhatsApp随时随地学习，这有助于他们消除疑虑。前测和后测平均成绩之间的统计差异（分别为6.54±2.33和16.37±3.32）具有统计学意义。
我们得出结论，使用WhatsApp学习群组进行组织学教学是一种可行、有效且对学生友好的方法。应更频繁地使用它来补充传统教学。
