Demographic data of the respondents.

Introduction
Mobile learning has gained significant attention in medical education in recent years. The COVID-19 crisis has further accelerated its adoption. A lack of research on student perceptions of mobile learning during pandemics limits strategies for maintaining education during these times. This study examines the perceptions of medical students in Iran regarding the mobile learning during COVID-19. It is imperative that these perceptions are understood to optimize mobile learning effectiveness in medical education during disruptions.
Method
A cross-sectional study was done in 2022 among 785 medical students in Iran who spent summer semester. Convenience sampling was used to select the sample. We used Biswas et al.’s scale for measuring medical students’ perceptions of mobile learning during pandemics. Face and content validity was determined by qualitative methods. Internal consistency was measured with Cronbach’s Alpha (0.79). Data was collected through an online questionnaire. To analyze the data, descriptive and analytical statistics were conducted with SPSS software at a significance level of p<0.05.
Results
In total, 1,200 medical students were asked to complete the survey, and 785 responded, resulting in a 65.4% response rate. Mobile learning has been embraced by majority of medical students, with Android devices being used the most frequently. They also have frequent access to the internet, and they rely on a wide range of apps and platforms for academic purposes. Students perceive mobile devices to be highly advantageous for improving subject knowledge (Mean = 4.71±0.58), accessing study materials (Mean = 4.44±0.75), and providing flexible learning opportunities (Mean = 4.40±0.79). Despite this, participants were less confident about the ability of mobile devices to assist with specific study problems (Mean = 3.12 ± 1.28), facilitate class discussions (Mean = 3.33 ± 1.38), and overcome screen size limitations (Mean = 3.32 ± 1.38).
Conclusion
Medical students in Iran have widely adopted mobile learning and perceive it as beneficial for acquiring knowledge, accessing material, and being flexible during COVID-19. M-learning’s effectiveness in specific learning activities must be investigated in further research, and concerns regarding problem-solving, discussion facilitation, and screen size limitations should be addressed.

引言

近年来，移动学习（Mobile Learning）在医学教育领域受到广泛关注，而新型冠状病毒肺炎（COVID-19）疫情更是进一步推动了其应用。当前针对疫情期间学生对移动学习认知的研究匮乏，这限制了突发公共卫生事件下教学维持策略的制定。本研究旨在调查伊朗医学生在COVID-19疫情期间对移动学习的认知情况，而明确此类认知对于优化教学中断时期医学教育中移动学习的应用效果至关重要。

研究方法

本研究于2022年开展横断面研究，研究对象为伊朗参与夏季学期学习的785名医学生，采用便利抽样法选取研究样本。本研究使用Biswas等人编制的量表，用于测量疫情期间医学生对移动学习的认知。通过定性方法确定量表的表面效度与内容效度，采用克朗巴赫α系数（Cronbach’s Alpha，0.79）评估量表的内部一致性。研究数据通过在线问卷收集，采用SPSS软件进行描述性与分析性统计分析，检验水准设定为p<0.05。

研究结果

本研究共向1200名医学生发放问卷，回收有效问卷785份，有效回收率为65.4%。多数医学生已广泛采用移动学习，其中安卓（Android）设备的使用频率最高。参与调查的学生均具备稳定的互联网接入条件，且会依托各类应用程序与平台开展学术学习。学生普遍认为移动设备在提升学科知识水平（均值=4.71±0.58）、获取学习资料（均值=4.44±0.75）以及提供灵活学习机会（均值=4.40±0.79）方面具有显著优势。但与此同时，参与者对移动设备辅助解决特定学习问题（均值=3.12±1.28）、促进课堂讨论（均值=3.33±1.38）以及克服屏幕尺寸限制（均值=3.32±1.38）的能力信心不足。

研究结论

伊朗医学生已广泛采用移动学习，并认为其在COVID-19疫情期间有助于知识获取、资料查阅与学习灵活性提升。未来研究需进一步探索移动学习在特定学习活动中的应用效果，同时需针对性解决学生在问题解决、讨论促进以及屏幕尺寸限制方面的顾虑。