ArticleBMC medical education2026
An innovative approach to medical science education "mobile learning readiness": aspirations and challenges.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn medical science education, both students and educators are utilizing mobile learning technologies as a result of the recent increase in the digitalization of education. In the meantime, educators seek to evaluate the mobile learning readiness among students to achieve learning objectives and match desired learning outcomes. PURPOSE: This study aims to assess mobile learning readiness among medical science students and examine its relationship with self-efficacy, optimism, and self-directed learning. METHODOLOGY: A quantitative, descriptive cross-sectional study was conducted among all academic levels of medical science students (nursing, midwifery, and pharmacy) (N = 407). The mobile learning readiness scale (MLRS) was also used.
resultsMultiple linear regression analysis demonstrated significant associations among students' readiness for mobile learning and their internet skills. Additionally, they reported positive perception regarding acquisition knowledge, satisfaction with mobile learning experience and the perceived usefulness of mobile applications for learning (P < 0.001). CONCLUSION AND RECOMMENDATION: The study findings show moderate levels of mobile learning readiness among medical science students, reflecting their engagement in a mobile learning environment and their familiarity with mobile tools. Mobile learning readiness was associated with students’ self-efficacy, satisfaction, self-directed learning, and optimism toward the use of mobile learning in medical education. Assessing students’ experiences, perceptions, attitudes, skills, and readiness for mobile learning environments may offer helpful advice regarding educational planning, particularly in light of advancements in information and communication technologies.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.