An innovative approach to medical science education "mobile learning readiness": aspirations and challenges

In 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. This study aims to assess mobile learning readiness among medical science students and examine its relationship with self-efficacy, optimism, and self-directed learning. 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. Multiple 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). 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.