[01] Hirrainny Ramu Naidu, Faculty of Medicine, Melaka Manipal Medical College (Manipal Academy of Higher Education), Muar, Malaysia. [02] Tharuki Uththara Rajapakshe, Faculty of Medicine, Melaka Manipal Medical College (Manipal Academy of Higher Education), Muar, Malaysia. [03] Nicholas Yee Nuen Zhe, Faculty of Medicine, Melaka Manipal Medical College (Manipal Academy of Higher Education), Muar, Malaysia. [04] Lye Jia Cai, Faculty of Medicine, Melaka Manipal Medical College (Manipal Academy of Higher Education), Muar, Malaysia. [05] Annabelle Ang Hwee Yee, Faculty of Medicine, Melaka Manipal Medical College (Manipal Academy of Higher Education), Muar, Malaysia.

Mobile learning, also known as m-learning, is a new way to access learning content using mobiles that embraces the utilization of mobile technology to accomplish universal learning at all times and all places. The purpose of this parallel randomized control trial is to find out whether mobile learning or traditional learning method is more effective in the retention of knowledge and to assess the student’s satisfactory level with mobile learning in medical students of Melaka Manipal Medical College, Malaysia. 50 undergraduate medical students voluntarily participated in our study. Block randomization was done which separated the students into 2 groups consisting of 25 students using mobile learning and another 25 students using text learning. The group of students assigned to M- Learning carried out their session on using Population Collapse app while the text learning group were given the text material. The short term knowledge retention and satisfaction were assessed according to the total test score which was conducted after the learning session. Chi square test and unpaired t test were used for statistical analysis. The participants who were assigned to mobile learning scored higher results compared to text learning group. This indicates that mobile learning helps in knowledge retention which enabled the participants to score better than those in text learning. 84% participants were satisfied with mobile learning whereas 80% were satisfied with text learning. However, there is no significance as the p value was more than 0.05 (P value= 0.54). Majority of the medical students’ knowledge retention were enhanced due to mobile learning. Interventions should be implemented to improve knowledge retention and encourage the usage of mobile learning among medical students so that the learning will be more efficient.

Mobile Learning, Knowledge Retention, Satisfaction, Randomized Controlled Trial

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