Introduction of Mobile Application-Based Skills Teaching in Postgraduate Orthopaedics Course

Introduction: The COVID-19 pandemic has fundamentally transformed educational methodologies, accelerating the adoption of digital learning platforms and smartphone applications across various fields. In the realm of medical education, these apps have emerged as crucial tools, offering students access to high-quality resources and expert knowledge at their convenience. This instant access to information not only broadens the learning experience but also enhances clinical decision-making and subject comprehension. However, despite the potential benefits, there remains a slow adoption of mobile application-based skills training in medical education, primarily due to a lack of awareness regarding available apps and their effective utilization. Furthermore, there is limited documentation on the actual uptake of these applications by students, as well as a need to evaluate their effectiveness and user satisfaction as teaching and learning tools. This study aims to address these gaps by assessing the awareness, usage, and perceived value of smartphone applications in medical education. Material and Methods: This prospective observational study was conducted among post-graduate students at Government Medical College, Patiala, specifically targeting those in the Orthopaedics department (2024 cohort). Ethical approval was obtained from the Ethical Committee and Research Committee prior to the study's initiation, ensuring adherence to ethical guidelines. The study included consenting residents who participated in biweekly assessment sessions designed to enhance their learning experience through interaction and support. A feedback questionnaire, validated by the MEU, was utilized to assess the effectiveness of these sessions. Data collection involved a Google Forms-based questionnaire featuring a 5-point Likert scale to capture participant’s attitudes and perceptions regarding the mentoring experience. Feedback was collected both before and after each session, with a comprehensive questionnaire distributed at the end of the study. Participants included PG residents from the Orthopaedics department, providing insights into the process from both perspectives. The collected data was systematically compiled and analysed using appropriate statistical methods to draw meaningful conclusions about the impact of mentoring on the residents' educational outcomes. Results: A total of 20 PG residents participated in the study, with a mean age of 28.7±2.98 years in Group A and 29.5±3.03 years in Group B (p = 0.5591). All participants were male, and a significant majority resided in hostels (80% in Group A and 90% in Group B; p = 0.04767). Group A residents had greater access to resources and reported higher motivation and interactivity from using smartphone applications alongside books. Assessment scores at 2 weeks showed Group A with a mean of 18±0.94 compared to 15±1.56 in Group B (p = 0.000061), and continued to demonstrate significant differences at 4 weeks (Group A: 18.2±0.79; Group B: 14.4±1.35; p < 0.00001) and 6 weeks (Group A: 18.2±0.63; Group B: 14.5±1.27; p < 0.00001). No significant differences were observed in assessment scores over time within each group (Group A: p = 0.8124; Group B: p = 0.5960). All residents expressed support for the continuation of the program for future batches, with 80% in agreement and none in disagreement. Conclusion: Incorporating digital technologies into the orthopaedic curriculum marks a significant advancement in medical education, effectively bridging traditional methods with the preferences of today's digital generation. The adoption of a blended learning model enhances student engagement and accessibility while fostering a more interactive and practical learning environment. As technological advancements continue to influence healthcare, it is essential to evaluate the effectiveness of these educational strategies through systematic analysis of post-implementation data to optimize learning outcomes for future medical practitioners.