Background: In COVID 19 era, the literature on e-learning, or particularly mobile-learning (m-learning), has considerably increased focusing on the subject of medical knowledge transfer. Considering the importance of orthopedic knowledge for general practitioners and the inadequacy of the orthopedics internship duration in Mashhad University of Medical Sciences (MUMS), we have developed and investigated a smartphone orthopedic educational application named “Orthobox”. Methods: In a quasi-clinical trial study, we investigated the benefits of Orthobox application for medical interns attending MUMS orthopedic departments. A total of 120 students (64 and 56 students in control and case groups respectively) were recruited. The application consists of five main parts of medication (Fig. 1A), common order samples (Fig. 1B), common prescriptions (Fig. 1C), cast and splint types (Fig. 1D), and educational movies. Students who passed the course without getting access to the application (control group) and students who were also using application during the course (case group) were defined, and comparison was done between them objectively through final exam score (paper exams’ correction guideline is presented in Table 1) comparison and subjectively through Visual Analogue Scale (VAS) questionnaire score comparison. Besides, using case group students’ activity report provided by the application panel, correlational analysis was done on their amount of activity on each of the main parts of the application and the corresponding question exam and VAS score separately. Results: The case group of the study generally achieved higher final exam scores, mainly on Order question score (P value<0.001). Total VAS scores were also greater in case group (P value =0.001). It has also been identified that there is a notable positive trend between student’s amount of usage of the application and their final exam scores through correlational analysis. This correlation was not significant about students’ application visit numbers and VAS scores. Conclusion: These results suggest that m-learning has got the potential to improve students’ medical knowledge and skills by organizing must-to-learn content specified for intern students of orthopedics on one hand, and cause more satisfaction in students about their education on the other hand. Abstract should give clear indication of the objectives, scope, results, methods used, and conclusion of your work. One figure and one table can be included in your results and discussions.
My name is Mahla Daliri B.O, recently graduated from Mashhad University of Medical Sciences (MUMS), Iran, with total GPA of 4/4. Orthopaedics and neurology, as well as medical educational methods, are three of my research interests. This is a special reference to innovation in these fields. As such, I was able to create a partnership with a medical-engineering interdisciplinary research group, where I established a collaboration with the center of advanced rehabilitation and robotics research (FUM CARE) (http://www.fum-care.com/) and learnt how to manage my work in a collaborative setting and became acquainted with engineering programming and design tools. As the first author, I've published two papers, registered four national patents, published one U.S. patent entitled “Prosthesis to Replace a Flexor Tendon Pulley”, and one PCT patent entitled “Haptic Perception System with Stereognostic and Proprioceptive Senses Induction for an Artificial Limb or a Sensory Disrupted Limb“ (International application No. PCT/ IB2021/060932).
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