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Background: During the COVID-19 pandemic period Health Care Practitioners (HCPs) were seen to facilitate healthcare delivery by using their mobile phones also known as "informal mHealth", especially in Sub-Saharan Africa (SSA). WhatsApp has become popular in recent years with over 380 million users. It has therefore been identified that the effective use of WhatsApp by HCP for health could positively impact it. This study aims to assess the potential effect of the use of WhatsApp by HCPs on Maternal Health Services (MHS) uptake during the COVID-19 pandemic in four primary healthcare facilities in the Kwadaso Municipality of Ghana. Methods: A cross-sectional study design was adopted using a quantitative approach involving a census sampling technique to collect data on monthly Maternal Health Services (MHS) attendance from the District Health Information Management Systems (DHIMS 2). Data collection was for the period March 2019 to February 2020 and March 2020 to February 2021. Results: During the COVID-19 pandemic, the introduction of WhatsApp as a mHealth intervention helped improve maternal health case management and patient confidence. This led to a 5.64% (p=0.02) increase in ANC attendance and a 5.62% (p=0.02) rise in health facility deliveries. However, although PNC service attendance dropped slightly (7.06%, p=0.95), it was not statistically significant. Overall, key maternal health indicators showed significant improvements from 2019 to 2021 COVID-19 period. Conclusion: WhatsApp usage by HCPs for a positive and timely patient management showed an increased attendance for ANC and delivery services in Ghana during the COVID-19 pandemic. This reveals that the use of WhatsApp for maternal health services referrals can be used as a communication tool for the management of high-risk obstetric referrals also. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Cardiovascular Nursing / Kardiyovasküler Hemşirelik Dergisi is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the impact and implications of implementing cybersecurity identity verification on the popular instant messaging platform, WhatsApp. Specifically, it focuses on the effects of such a measure on resilient infrastructure, user perceptions of the platform's branding and trustworthiness, and the cost-effectiveness of this approach in preventing scams, phishing, fraud, and cybercrime. Empirical data collected from a diverse group of WhatsApp users highlight that the introduction of identity verification could potentially enhance transaction efficiency, foster trust, and boost user satisfaction, particularly regarding the platform's security. However, the cost and complexity of implementation pose significant challenges. Despite these hurdles, most users perceive the potential benefits to outweigh the associated costs, pointing to a broad acceptance of such security measures. The study provides practical and theoretical contributions, offering valuable insights for managers and decision-makers at WhatsApp, as well as contributing to academic discussions on digital platform management and security. The research also underscores the societal implications of such a measure, suggesting an increase in trust in digital communication platforms and supporting safer financial transactions on social media. The integration of identity verification on WhatsApp being a responsive institution emerges as a valuable but complex endeavor, demanding careful planning to ensure maximum value creation for all stakeholders. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university. [ABSTRACT FROM AUTHOR]

This article concerns the analysis and strengthening of children's emotional self-regulation as a key process in the sustainable and comprehensive educational development of students from 6 to 8 years of age. The objective of the present study was to design a didactic proposal for technological mediation (WhatsApp) that contributes to emotional self-regulation and underpins the sustainable education of children in the context of the prevalence of COVID-19. The research design involved documentation, field, and propositional work. Regarding the documentation design, the content analysis technique of the Institutional Educational Project and the Coexistence Project of an official educational institution located in Bogotá, Colombia, were used. Regarding the field design, the survey technique was applied through a structured questionnaire for populations made up of second grade primary school students, parents, and teachers of the institution. Among the main results, it stands out that the prevalence of COVID-19 and its post-pandemic implications have generated greater use of available technologies, such as the WhatsApp application, evidencing a positive relationship between the level of emotional self-regulation of children and its use as a didactic mediation agent. These findings serve as input for the design of the interactive TICSR-WA proposal. [ABSTRACT FROM AUTHOR]

The pervasiveness of various social media platforms and its use among young people have strengthened collaborative learning across different contexts. With this study I explored the integration of WhatsApp by business studies teachers to promote collaboration among learners. This qualitative study is located within an interpretive paradigm and framed on social constructivism theory. Six business studies teachers were purposively selected from 6 secondary schools located in Mkhanyakude district in the KwaZulu-Natal province, South Africa. Data were collected through individual semi-structured interviews. Thematic analysis was employed to analyse the data. I found that WhatsApp is important in promoting collaborative learning among learners and that integrating WhatsApp in business studies instructional practices facilitates networking among learners. However, it appeared that collaboration among learners was mainly restricted to online and afterschool hours. I therefore recommend that business studies teachers ensure that the same level of collaboration among learners on WhatsApp also occurs in business studies classrooms. This may be achieved by incorporating educational material used during WhatsApp-based instruction in their lessons for learners to see the value of virtual and physical collaborating with their peers. [ABSTRACT FROM AUTHOR]

This study aims to analyze the ways in which WhatsApp mediates and inserts itself as a boundary object in the production of borders in the public organization Approve (fictional name). This research criticizes the predominant studies on boundary objects that fail to highlight the networks of relations that produce uses, the characteristics of objects, and boundaries as part of the boundary mediation process. We contribute to filling this gap by way of a qualitative study on WhatsApp using semi-structured interviews, observations, netnography, and data spiral analysis. Results evince WhatsApp as a boundary object that is inserted in productions with negative implications for people based on boundary mediation and produced in networks of relations that can use the application to produce and mediate boundaries. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gestão & Tecnologia is the property of Revista Gestao & Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Generally, social media platforms have been utilised to convey personal and non-academic information. Lecturers at higher education institutions have treated social media as a non-formal means of communication. However, with the advent of COVID-19-induced lockdowns, social media platforms gained importance in conveying both formal and non-formal information. This study thus analysed the effects of utilising the whatsapp platform for teaching and learning at one Midlands Teacher Education institution. Through the connectivism lens, the study adopted a qualitative case study generating data through interviews, observations and focus group discussions. Findings pointed to the fact that though sceptical about social media platforms in general, lecturers and students utilise whatsapp to a greater extent for online teaching and learning and for conveying important information. Most students own smartphones and Whatsapp, and though prone to cyberbullying and circulation of falsehoods, the platform was preferred to other platforms as it was categorised under cheaper modes of conveying information to many people at once. The study recommends that while integrating social media applications in teaching and learning, lecturers and students should verify the authenticity of social media information. This study contributes to the ongoing discourse on the use of blended learning and the possibility of utilising social media in educational contexts.

The internet is expected to help educators keep up with the times when providing materials and increase students' motivation to learn especially mathematics subjects. Students' motivation and mathematical abilities are developmental, interdependent, and influenced by educational experiences' design. The most widely used internet development is WhatsApp social media. With social media, teachers can form a network of collaborative learning groups online that can save many people's time and energy. This study aims to find out the impact of WhatsApp social media on students' motivation and mathematical ability. The method of this research is a systematic literature review using the PRISMA approach. The result of this study is that the use of WhatsApp has become an interaction and meeting point between teachers and students, which has become limitless, so it can be easier to create a positive relationship. Students can have a greater role in decision-making, collaboration, and engagement in offline and online learning because these relationships can help build active learning

Abstract Background In the digital era, virtual education has become one of the most effective educational methods, in which, the latest educational materials can be made available to people using social network platforms. Health ambassadors are mediators for transferring health-related knowledge to the public, so, they must be aware of various health topics, such as home care for minor illnesses. This study aimed to determine the effects of social media-based interventions (using WhatsApp) on the knowledge of health ambassadors concerning home care for minor illnesses. Methods This research was an interventional study carried out in 2021 among health ambassadors in the urban and rural areas of Fasa, a city in the southeast of Fars province. In this study, 121 health ambassadors were divided into control and intervention groups. The educational content is designed based on the Encyclopedia of Self-care Guide in Minor Illnesses and was presented in text, image, and video formats via WhatsApp Messenger to the intervention group on a two-day interval for two weeks. The knowledge level was assessed using a valid and reliable questionnaire developed by researchers. Results After education through WhatsApp, the level of knowledge significantly improved in the intervention group from 30.34 ± 5.58 to 44.80 ± 8.49 (P

This qualitative study investigates two questions: (1) factors that lead to the tendency of students to use WhatsApp Groups compared to LMS E-Learning at UIN K.H Abdurrahman Wahid Pekalongan? (2) What features do students like on WhatsApp Groups in online learning. This research involved 100 students of the English Department UIN K.H Abdurrahman Wahid Pekalongan? The research findings reveal that (1) Students choose to use WhatsApp (WA) over the Learning Management System (LMS), because WA provides more convenience in terms of ease of access, interaction and communication, ease of navigation, learning experience and motivation, and better understanding of the material. (2) The features in WA that are liked by students are the auto-login feature, text and audio messages that facilitate interaction with friends or lecturers, where this feature cannot be found in the LMS and that WA is easier to use. In the eyes of students, the data security factor is still of less concern than the convenience and speed, which indicating the lack of awareness towards digital security.

The community service aims to increase the literacy and skills of Posyandu cadres in preventing stunting of toddlers as an effort to support the success of the 2030 SDGs in Banyumas Regency. The method of implementing this service used assistance and practice carried out on mothers who had stunted toddlers in Lokus Stunting Village, Banyumas Regency. Detailed activities included preparation, pre-test, providing education, training on the WhatsApp Telemedicine Stunting application and post-test. The evaluation instrument for this activity used a questionnaire and was explained descriptively. The results of this service showed that above average participants experienced an increase in Stunting Telemedicine Knowledge before and after the training by 87%, indicating that participants' Stunting Telemedicine Knowledge increased compared to before the training. The Toddler Stunting Knowledge aspect before and after mentoring also experienced an increase of 4%, then there was the Toddler Nutrition Knowledge aspect with an increase of 7%. The implications that can be taken from this service were increasing the literacy of Posyandu cadres, improving knowledge of toddlers with stunting, increasing knowledge of toddler nutrition, as well as contributing to SDGs 2030.

The integration of WhatsApp (WhatsApp Inc., Mountain View, CA, USA) into the health-care sector is transforming the dynamics of medical communication. Launched in 2009 and incorporated into the Facebook suite of companies in 2014, WhatsApp has become a pivotal platform for health-care professionals. It allows for quick, personal, and group messaging, which is increasingly used to exchange patient information, discuss cases, and make timely decisions. The app’s end-to-end encryption is critical for maintaining patient confidentiality, ensuring that sensitive data are only accessible to the intended recipients. This security feature and the group sharing format enable health-care teams to communicate confidentially and efficiently, bolstering the oversight capabilities of attending senior consultants or physicians over their junior peers. The real-time exchange of information is crucial in providing continuous supervision and facilitating immediate feedback, which is indispensable in clinical training and patient care. However, the widespread adoption of WhatsApp also comes with challenges and potential drawbacks, which have been the focus of past research. These studies assessed the impact of WhatsApp on health-care delivery, considering both the enhancement of communication it offers and the issues it may present, such as data security beyond encryption and the blurring of professional and personal boundaries. In this “medical opinion” from an academic tertiary care center in Muscat, we explored how emergency medicine physicians can effectively use WhatsApp to expedite or bypass referral processes for emergency cases, particularly those involving vascular and other surgical emergencies.

Teknologi digital menjadi sumber daya penting untuk penyampaian layanan kesehatan. Mobile Health yang efektif digunakan pada pelayanan kesehatan, tetapi belum banyak diteliti adalah edukasi melalui penggunaan media WhatsApp (WA). Penelitian ini bertujuan untuk mengetahui efektivitas edukasi penggunaan obat menggunakan media sosial WA dalam meningkatkan pengetahuan dan kepatuhan pasien Diabetes Melitus Tipe 2. Desain yang digunakan dalam penelitian ini menggunakan desain penelitian quasi experimental, pretest-posttest design with control group dan pengambilan sampel menggunakan cara convenience sampling. Kelompok perlakuan akan mendapatkan edukasi penggunaan obat antidiabetik oleh apoteker melalui pesan teks dan leaflet melalui aplikasi WA setiap minggu selama 1 bulan. Pengukuran tingkat pengetahuan menggunakan kuisioner Diabetes Knowledge Questionnaire-24 (DKQ24) dan pengukuran kepatuhan menggunakan kuisioner Medication Adherence Report Scale-5 (MARS-5). Data karakteristik pasien dianalisis secara deskriptif. Data tingkat pengetahuan dan kepatuhan sebelum dan sesudah intervensi dianalisis dengan menggunakan uji Wilcoxon dan uji Mann-Whitney untuk mengetahui perbedaan antara kedua kelompok. Karakteristik pasien DM tipe 2 di Puskesmas Mlati II mayoritas berusia >45 tahun, jenis kelamin perempuan, memiliki tingkat pendidikan SMA, dan memiliki penyakit penyerta hipertensi. Pemberian edukasi pesan teks dan leaflet melalui WA dapat meningkatkan pengetahuan responden pada kelompok intervensi secara signifikan dengan nilai ∆4,71 (p=0,000) dibandingkan dengan kelompok kontrol dengan nilai ∆2,59 (p=0,073). Tingkat kepatuhan pada kelompok intervensi mengalami peningkatan secara signifikan dengan nilai ∆7,74 (p=0,000) dibandingkan dengan kelompok kontrol dengan nilai ∆6,65 (p=0,069). Kesimpulan dari penelitian ini adalah terdapat hubungan yang signifikan antara edukasi yang dilakukan oleh apoteker melalui media WA terhadap tingkat pengetahuan dan kepatuhan pada pasien DM tipe 2 (p

Abstract Background and aim Continuing Medical Education (CME) is crucial for physicians to stay current in the rapidly advancing field of medicine. A WhatsApp (WA) based community of physicians was initiated in 2016 ‘WhatsApp CME India Group’ to facilitate learning, knowledge sharing, and discussion among physicians. Due to participant size constraints of the technology, it evolved into seven distinct WA groups, overseen by a central administrator. A survey undertaken in the group’s 7th year aimed to evaluate its effectiveness in achieving its goals, measure participant engagement, and uncover the primary factors driving its usage. Methods The survey questionnaire was distributed to 3500 members across the 07 WhatsApp CME groups for voluntary participation. Data collected was analysed using SPSS version 24.0 (SPSS Inc., Chicago, IL, USA) and reported using descriptive statistics. Results Among the 581 survey respondents, the study found 43% of physicians use the WhatsApp academic groups for CME content, with 32% accessing their group over four times daily. The primary motivation for 77% was to discuss challenging cases and to gain knowledge updates from fellow physician (70%). Medical websites (57%), referral books (49%), and Google (43%) were other significant resources. Every participant (100%) found the WhatsApp CME India group the most beneficial resource for daily medical science updates. A significant portion (57%) of the respondents found the group valuable for real-time information exchange. Over 78% stated it kept them current with knowledge and guidelines. Notably, 94% viewed WhatsApp CME as complementary to physical conferences, not a replacement. The post-conference/webinar summaries were appreciated by 81% participants. Case discussions (31%) and update posts from fellow physicians sharing their insights and learnings (24%) were noted as activities of great academic interest. Conclusion This study underscores the potential of digital platforms like WhatsApp in supplementing CME in India and potentially other comparable settings. The blend of digital and traditional resources suggests a balanced learning approach. While real-time engagement is a strength, challenges like information overload and privacy concerns require careful management. Striking a balance is crucial for ensuring content quality, structured discussions and privacy. As the digital age advances, professionals must critically assess shared information on these platforms to guarantee evidence-based and reliable knowledge dissemination. Trial registration ARK 001.

Abstract Background Individuals with high blood pressure in India often miss essential follow-up visits. Missed visits contribute to gaps across the hypertension care continuum and preventable cardiovascular disease. Widespread misconceptions around hypertension care and treatment may contribute to low follow-up attendance rates, but to date, there is limited evidence of the effect of interventions to debunk such misconceptions on health-seeking behavior. We conducted a randomized controlled trial to measure whether combining information debunking commonly-held misconceptions with a standard reminder reduces missed follow-up visits among individuals with high blood pressure and investigated whether any observed effect was moderated through belief change. Methods We recruited 388 patients with uncontrolled blood pressure from the outpatient wards of two public sub-district hospitals in Punjab, India. Participants randomly assigned to the intervention arm received two WhatsApp messages, sent 3 and 1 days before their physician-requested follow-up visit. The WhatsApp message began with a standard reminder, reminding participants of their upcoming follow-up visit and its purpose. Following the standard reminder, we included brief debunking statements aimed at acknowledging and correcting common misconceptions and misbeliefs about hypertension care seeking and treatment. Participants in the control group received usual care and did not receive any messages. Results We did not find evidence that the enhanced WhatsApp reminders improved follow-up visit attendance (Main effect: 2.2 percentage points, p-value = 0.603), which remained low across both treatment (21.8%, 95% CI: 15.7%, 27.9%) and control groups (19.6%, 95% CI: 14.2%, 25.0%). Participants had widespread misconceptions about hypertension care but our debunking messages did not successfully correct these beliefs (p-value = 0.187). Conclusions This study re-affirms the challenge of continuity of care for chronic diseases in India and suggests that simple phone-based health communication methods may not suffice for changing prevalent misconceptions and improving health-seeking behavior. Trial registration The trial began on July 18th. We registered the trial on July 18th (before recruitment began), including the main outcomes, on the German Clinical Trial Register [Identifier: DRKS00029712] and published a pre-analysis plan in the Open Science Framework [osf.io/67g35].

Abstract Background Social media in our networks have been exploited as dynamic learning tools and free platforms. Aims The main objective of this study is to determine the impact of VARK learning styles (visual (V), aural (A), read/write (R), and kinesthetic (K)) in enhancing parasitological laboratory skills using social media and various learning theories. Methods A research sample of 100 chemists working in Mega Alfa labs underwent online learning of laboratory parasitology skills via Facebook posts and WhatsApp dictated messages for an average of 7 weeks. All posts served various VARK learning styles and were designed based on Zeigarnik’s effect (conducting information with tactical breaks), memory storage and retrieval strength theories (repetition of information). Trainees were classified according to their VARK learning style preferences and were evaluated through pre/post-tests. Data on VARK learning styles were summarized using frequency (count) and relative frequency (percentage). Data of pre-test and post-test scores were summarized using mean and standard deviation. T-test was used to compare pre-test and post-test scores. The difference between the pre-test results, the post-test results and the preferred learning style was analyzed using ANOVA with Tukey’s post-hoc testing. P-values less than 0.05 were considered statistically significant. Results In a total of 100 trainees, tri-modal and multimodal learning styles were preferred by 40% and 30% of the trainees respectively; on the contrary, the unimodal and bimodal learning styles were the least preferred. In the trimodal and multimodal groups, the post-test results showed significant increase when compared with the pre-test results. Also, using the ANOVA test and a Tukey’s post-hoc comparison, the assemblage of multiple learning styles (tri-modal and multimodal) appeared to significantly improve the learning performance in the post-test results when compared with the unimodal and bimodal groups. Conclusion The tri-modal and multimodal learning styles were found to influence the acquirement of the laboratory parasitology skills much better than the unimodal and bimodal learning styles. Kinesthetic learning should have a special emphasis in training.

Nowadays, business studies teachers integrate WhatsApp into their lessons to enhance their instructional practice. This qualitative study investigates the role of WhatsApp in supporting flipped learning in business studies classrooms. The interpretive paradigm was adopted, and an exploratory case study was employed as the research design. Social constructivism theory was used as the lens through which to view the study, while purposive sampling was utilised to select six business studies teachers from six secondary schools in KwaZulu-Natal province, South Africa. Thematic analysis was used to analyse the data collected through semi-structured interviews. The findings revealed that WhatsApp played a significant role in supporting flipped learning in business studies. Therefore, it is possible to conclude that WhatsApp is integral to supporting flipped learning in resource-constrained schools. Thus, it is recommended that South African schools allow and formalise the use of WhatsApp as a learning tool to transform pedagogies.

Background: Internally displaced persons (IDPs) in Nigeria face a high burden of mental health disorders, with limited access to evidence-based, culturally relevant interventions. Life skills education (LSE) is a promising approach to promote mental health and psychosocial well-being in humanitarian settings. This study aims to evaluate the effectiveness and implementation of a culturally adapted LSE program delivered through in-person and mobile platforms among IDPs in Northern Nigeria. Methods: This cluster-randomized hybrid type 2 effectiveness-implementation trial will be conducted in 20 IDP camps or host communities in Maiduguri, Nigeria. Sites will be randomly assigned to receive a 12-week LSE program delivered either through in-person peer support groups or WhatsApp-facilitated mobile groups. The study will recruit 500 participants aged 13 years and older. Intervention effectiveness outcomes include the primary outcome of change in post-traumatic stress disorder (PTSD) symptoms assessed using the PCL-5 scale, and secondary outcomes of depression, anxiety, well-being, and life skills acquisition. Implementation outcomes will be assessed using the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Both sets of outcomes will be compared between the in-person and mobile delivery groups. Quantitative data will be analyzed using mixed-effects linear regression models, while qualitative data will be examined through reflexive thematic analysis. The study will be guided by the Reach-Effectiveness-Adoption-Implementation-Maintenance (RE-AIM) framework. Discussion: The RESETTLE-IDPs study addresses key gaps in the evidence base on mental health interventions for conflict-affected populations. It focuses on underserved IDP populations, evaluates the comparative effectiveness of in-person and mobile-delivered LSE, and incorporates implementation science frameworks to assess contextual factors influencing adoption, fidelity, and sustainability. The study employs a community-based participatory approach to enhance cultural relevance, acceptability, and ownership. Findings will inform the development and scale-up of evidence-based, sustainable mental health interventions for IDPs in Nigeria and other humanitarian contexts. Trial sponsor: Dalhousie University, 6299 South St, Halifax, NS B3H 4R2, Canada. Trial registration: ClinicalTrials.gov, NCT06412679 Registered 15 May 2024. [ABSTRACT FROM AUTHOR]

The current study aimed at investigating the effectiveness of using WhatsApp groups to improve university students’ vocabulary learning. The study adopted a quasi-experimental research design. It consisted of 60 male and female EFL students from Ajloun College University at Al-Balqa Applied University. The participants were assigned evenly into a control group, which was taught via conventional teaching methods, and an experimental group, which was taught via a researcher-administrated WhatsApp group. The teaching material included the first three units of the curriculum specified for the English Language 1 course at Ajloun University College. The study used vocabulary pre- and post-tests. The findings of the study revealed that the experimental group members performed better than the control group in the vocabulary post-test results. The findings demonstrated the effectiveness of using the WhatsApp group method to improve vocabulary learning among undergraduate EFL students at Ajloun University College. The study concluded that using group instant messaging mobile applications significantly improves the vocabulary teaching and learning process. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Treatment of HIV in South Africa is informed by national guidelines, which are regularly updated. Ongoing training of healthcare workers is vital for optimal patient care, but is challenging, due to human, financial and infrastructural constraints. There is a need for innovative solutions to meet training and support needs. With 93.2% of South African adults using WhatsApp, it is an ideal platform for training, even in the most remote clinics. The primary aim of the study is to design, test and evaluate the effect of WhatsApp group-based HIV training on nurses' and community health workers' knowledge. The secondary aims are to assess uptake, acceptability, and feasibility of the intervention; and to explore and describe the changes in prescribing, comparing the intervention group to the control group. A pragmatic, mixed-methods, parallel-group cluster-randomised study design will be used. This paper details the design – and rationale behind it – of the study. A critical realist stance was chosen, with outcomes measured using questionnaires, pre- and post-intervention; WhatsApp group interaction; focus groups; and folder reviews. Inferential analysis will be conducted using Stata, descriptive analysis using Excel™ and qualitative data using template analysis with NVivo™. Rigor of the study will be ensured using relevant points from the CASP and COREQ checklists, considering the study's theoretical underpinning, design and aims. Reporting will be guided by the CONSORT and SRQR guidelines. [ABSTRACT FROM AUTHOR]

Background: Social media in our networks have been exploited as dynamic learning tools and free platforms. Aims: The main objective of this study is to determine the impact of VARK learning styles (visual (V), aural (A), read/write (R), and kinesthetic (K)) in enhancing parasitological laboratory skills using social media and various learning theories. Methods: A research sample of 100 chemists working in Mega Alfa labs underwent online learning of laboratory parasitology skills via Facebook posts and WhatsApp dictated messages for an average of 7 weeks. All posts served various VARK learning styles and were designed based on Zeigarnik's effect (conducting information with tactical breaks), memory storage and retrieval strength theories (repetition of information). Trainees were classified according to their VARK learning style preferences and were evaluated through pre/post-tests. Data on VARK learning styles were summarized using frequency (count) and relative frequency (percentage). Data of pre-test and post-test scores were summarized using mean and standard deviation. T-test was used to compare pre-test and post-test scores. The difference between the pre-test results, the post-test results and the preferred learning style was analyzed using ANOVA with Tukey's post-hoc testing. P-values less than 0.05 were considered statistically significant. Results: In a total of 100 trainees, tri-modal and multimodal learning styles were preferred by 40% and 30% of the trainees respectively; on the contrary, the unimodal and bimodal learning styles were the least preferred. In the trimodal and multimodal groups, the post-test results showed significant increase when compared with the pre-test results. Also, using the ANOVA test and a Tukey's post-hoc comparison, the assemblage of multiple learning styles (tri-modal and multimodal) appeared to significantly improve the learning performance in the post-test results when compared with the unimodal and bimodal groups. Conclusion: The tri-modal and multimodal learning styles were found to influence the acquirement of the laboratory parasitology skills much better than the unimodal and bimodal learning styles. Kinesthetic learning should have a special emphasis in training. [ABSTRACT FROM AUTHOR]

Background: Individuals with high blood pressure in India often miss essential follow-up visits. Missed visits contribute to gaps across the hypertension care continuum and preventable cardiovascular disease. Widespread misconceptions around hypertension care and treatment may contribute to low follow-up attendance rates, but to date, there is limited evidence of the effect of interventions to debunk such misconceptions on health-seeking behavior. We conducted a randomized controlled trial to measure whether combining information debunking commonly-held misconceptions with a standard reminder reduces missed follow-up visits among individuals with high blood pressure and investigated whether any observed effect was moderated through belief change. Methods: We recruited 388 patients with uncontrolled blood pressure from the outpatient wards of two public sub-district hospitals in Punjab, India. Participants randomly assigned to the intervention arm received two WhatsApp messages, sent 3 and 1 days before their physician-requested follow-up visit. The WhatsApp message began with a standard reminder, reminding participants of their upcoming follow-up visit and its purpose. Following the standard reminder, we included brief debunking statements aimed at acknowledging and correcting common misconceptions and misbeliefs about hypertension care seeking and treatment. Participants in the control group received usual care and did not receive any messages. Results: We did not find evidence that the enhanced WhatsApp reminders improved follow-up visit attendance (Main effect: 2.2 percentage points, p-value = 0.603), which remained low across both treatment (21.8%, 95% CI: 15.7%, 27.9%) and control groups (19.6%, 95% CI: 14.2%, 25.0%). Participants had widespread misconceptions about hypertension care but our debunking messages did not successfully correct these beliefs (p-value = 0.187). Conclusions: This study re-affirms the challenge of continuity of care for chronic diseases in India and suggests that simple phone-based health communication methods may not suffice for changing prevalent misconceptions and improving health-seeking behavior. Trial registration: The trial began on July 18th. We registered the trial on July 18th (before recruitment began), including the main outcomes, on the German Clinical Trial Register [Identifier: DRKS00029712] and published a pre-analysis plan in the Open Science Framework [osf.io/67g35]. [ABSTRACT FROM AUTHOR]

Background and aim: Continuing Medical Education (CME) is crucial for physicians to stay current in the rapidly advancing field of medicine. A WhatsApp (WA) based community of physicians was initiated in 2016 'WhatsApp CME India Group' to facilitate learning, knowledge sharing, and discussion among physicians. Due to participant size constraints of the technology, it evolved into seven distinct WA groups, overseen by a central administrator. A survey undertaken in the group's 7th year aimed to evaluate its effectiveness in achieving its goals, measure participant engagement, and uncover the primary factors driving its usage. Methods: The survey questionnaire was distributed to 3500 members across the 07 WhatsApp CME groups for voluntary participation. Data collected was analysed using SPSS version 24.0 (SPSS Inc., Chicago, IL, USA) and reported using descriptive statistics. Results: Among the 581 survey respondents, the study found 43% of physicians use the WhatsApp academic groups for CME content, with 32% accessing their group over four times daily. The primary motivation for 77% was to discuss challenging cases and to gain knowledge updates from fellow physician (70%). Medical websites (57%), referral books (49%), and Google (43%) were other significant resources. Every participant (100%) found the WhatsApp CME India group the most beneficial resource for daily medical science updates. A significant portion (57%) of the respondents found the group valuable for real-time information exchange. Over 78% stated it kept them current with knowledge and guidelines. Notably, 94% viewed WhatsApp CME as complementary to physical conferences, not a replacement. The post-conference/webinar summaries were appreciated by 81% participants. Case discussions (31%) and update posts from fellow physicians sharing their insights and learnings (24%) were noted as activities of great academic interest. Conclusion: This study underscores the potential of digital platforms like WhatsApp in supplementing CME in India and potentially other comparable settings. The blend of digital and traditional resources suggests a balanced learning approach. While real-time engagement is a strength, challenges like information overload and privacy concerns require careful management. Striking a balance is crucial for ensuring content quality, structured discussions and privacy. As the digital age advances, professionals must critically assess shared information on these platforms to guarantee evidence-based and reliable knowledge dissemination. Trial registration: ARK 001. [ABSTRACT FROM AUTHOR]

Este trabajo analiza el uso de WhatsApp como canal de difusión de noticias por parte de Antena 3 Noticias e Informativos Telecinco. Los objetivos incluyen examinar los criterios de uso de los canales de difusión en WhatsApp y explorar las características de las noticias publicadas y las reacciones de los usuarios. Se sigue una metodología basada en un análisis cuantitativo de contenido en el que se examinan 467 noticias publicadas entre octubre de 2023 y enero de 2024 y se utilizan variables como tipo de noticia, ámbito geográfico y reacciones de los usuarios. Los resultados indican una tendencia hacia la publicación de noticias de ámbito nacional, con diferencias significativas en la distribución de noticias locales e internacionales. Antena 3 publica más noticias de última hora, mientras que Informativos Telecinco destaca en el uso de autopromoción. Las noticias de contenido político generan mayor cantidad de reacciones de los usuarios. Se concluye que, aunque WhatsApp se consolida como un canal efectivo de difusión, para maximizar su potencial es necesario un mayor uso de recursos audiovisuales y una estrategia mejor definida .Se constata que ambos medios de comunicación tienden a utilizar WhatsApp de manera conservadora y desaprovechan las funciones interactivas de la plataforma.

This article examines the claims of political and activist organizations in France in the late 2010s to accessibility and equal participation in the digital age. It will look at the tension between the desire to propose 'inclusive' activism, particularly through communication tools, and the actual participation of its members in a feminist collective, #NousToutes. Organized into three parts, this study will first look at the communicational organization of #NousToutes, and present the mixed qualitative approach on which the study is based. The results will be discussed in the second and third parts. The aim here is to examine how the collective can promote activism that is accessible to as many people as possible thanks to digital tools, based on the effective participation and use of its members.

Team-based learning (TBL) involves students working together to solve problems or complete tasks. Active learning, collaboration, and critical thinking are promoted. TBL uses pre-class preparation, in-class team activities, and evaluations to improve course comprehension and application in a dynamic learning environment. Organise WhatsApp groups for TBL in Ayurveda courses by assigning facilitator, recorder, and timekeeper roles. Group discussion, case studies, sharing resources, and scheduling in-depth discussions to improve TBL by encouraging active engagement, good communication, and timely task completion. Faculty or moderators monitor WhatsApp groups, enforce rules, and facilitate discussions. WhatsApp group collaborative learning may improve academic performance because students gain peer interactions and different perspectives. It enhances learning by encouraging active participation and comprehension. Communication, teamwork, and critical thinking are taught to help students succeed in their careers.

El objetivo de este estudio es demostrar la eficacia de la aplicación móvil WhatsApp como un espacio virtual de aprendizaje social que estimula la participación natural de los aprendientes. en actividades de interacción en línea en lengua italiana (LE). Las microactividades propuestas fomentan tanto la práctica como la observación de aspectos culturales italianos característicos y, en consiguiente, contribuyen a desarrollar la competencia comunicativa intercultural. Palabras clave: competencia intercultural, competencia comunicativa intercultural, interacción en línea, WhatsApp, italiano (LE).

AbstractSocial media has increasingly become a vital tool for communication and collaboration in the global education sector, including Ghana. However, there is limited empirical research on the use of social media by basic school teachers in Ghana. This study explored the use of social media by this group of teachers, focusing on the associated opportunities and challenges. Using a descriptive survey design; an online questionnaire was administered to 1,014 randomly selected basic school teachers. The study found that Facebook and WhatsApp were the most used platforms. Teachers used social media for various purposes, including communication with colleagues, parents, and students; professional development; and resource sharing. However, concerns about the effects and challenges of social media use, such as addiction, time consumption, high data expenditure, cyberbullying, and unreliable internet access, were also identified. The findings provide valuable insights into the current state of social media use by basic school teachers in Ghana and improve our understanding of the potential benefits and challenges associated with its use in education. This study suggests that the Ministry of Education should develop guidelines and policies to ensure teachers’ responsible and effective use of social media to improve teaching and learning in Ghana.

As technology rapidly advances, integrating new tools into teaching becomes increasingly essential. Mobile phone applications are widely used in education, yet WhatsApp remains underutilized in language instruction. This study aims to explore the impact of WhatsApp on university students' writing skills. Forty international students were selected through convenience sampling to participate in a single-group pre-test post-test design, where they responded to specific writing prompts. Their writing samples were evaluated using a standardized rubric, and the pre-test and post-test scores were analyzed with SPSS using a paired sample t-test. The findings indicate a significant positive correlation between students' frequency of WhatsApp use and their writing improvement. Additionally, providing examples of writing by the teacher or students in the WhatsApp group contributed to better writing outcomes. The study concludes that WhatsApp, through writing exercises and group vocabulary practice, positively influences students' writing abilities. Furthermore, the use of messaging apps enhances participation, interaction, collaboration, and overall language proficiency. These results underscore the potential of WhatsApp as an effective tool for language instruction in higher education. Ultimately, the study highlights the need for educators and curriculum designers to embrace mobile technologies like WhatsApp to foster improved writing skills and enhance student engagement in language learning contexts.

This study concerned with how students established groups’ feedback that support their cognitive presence. This study used a case study. Convenience samples were 15 students majoring in English language education department at the university of Muhammadiyah Aceh. Thematic analysis was used to examine the information from the written-based communication that were converted into Microsoft Word documents. The data was processed using NVivo software to code indicators emerged. Content analysis was used to analyse comments in the draft and final essays after feedback activities. The results of the feedback activity showed that the students attempted to construct cognitive presence in chats and written texts. In WhatsApp, the triggering, exploration phases appeared. The students did much integration phase by giving types of corrections on draft essays. Also, they did resolution phase by re-writing essays. In the draft essays, the essays’ mistakes were 70.61%. In the final essays, the essays’ mistakes were 29.35%. The implication shows that collaboration via WhatsApp can be implemented to construct cognitive presence.

Este artículo presenta los resultados de una investigación sobre los procesos de demarcación empleados en la construcción de un tipo de comunicación digital: WhatsApp. Para ello, hemos aplicado un tratamiento cuantitativo-cualitativo sobre un corpus de conversaciones efectuadas mediante esta plataforma de comunicación, constituido por más de 22 000 mensajes, sobre el que se ha aplicado la metodología de la lingüística pragmática. Los resultados muestran que, aunque aparecen recursos propios de la conversación cara a cara, tales como fórmulas de saludo o marcadores discursivos, resulta más rentable hablar en términos de par adyacente iniciativo-reactivo, porque los usuarios no parecen querer iniciar una conversación con fines transaccionales en la mayoría de los casos, sino simplemente mostrar una información al receptor para incitarle a reaccionar. Esto se formaliza mediante recursos verbales, multimodales o una combinación de ambos, siendo este último el esquema más frecuente en el corpus. Asimismo, hemos llevado a cabo una aproximación desde la perspectiva de género, que nos ha permitido demostrar que las mujeres presentan una preferencia por emitir una intervención reactiva pospuesta sobre la intervención anterior antes de abrir un tema nuevo, lo que puede atribuirse a la tendencia tradicionalmente atribuida a la mujer del fomento del fin relacional.

El presente trabajo aspira a profundizar en la descripción de la estructura interactiva propia de la conversación digital a través del análisis de una de sus marcas formales: la heterorrepetición. Es decir, se investiga cómo la reiteración de las palabras emitidas anteriormente por otro interlocutor contribuye a estructurar el discurso y qué relación interactiva actualiza este mecanismo. El análisis de las conversaciones whatsapp contenidas en el corpus MEsA según la metodología de la Lingüística pragmática muestra que las distintas variantes de la heterorrepetición colaboran a la progresión informativa y a la recuperación del tema tras un inciso, apuntan relaciones argumentativas de conformidad o disensión, formalizan relaciones enunciativas de corrección, rectificación y petición de aclaración, vehiculan contenidos modales que indican variadas actitudes del emisor ante lo anteriormente comunicado y entablan también vínculos interactivos relacionados con las operaciones de gestión de la imagen social.

El objetivo de este trabajo es realizar un análisis pragmático del uso de los stickers humorísticos en un grupo de WhatsApp. Las aplicaciones móviles de mensajería instantánea se han convertido en el modo común de comunicación interpersonal a distancia. Entre todas ellas encontramos WhatsApp. El uso de WhatsApp conlleva que uno de los fenómenos que puede aparecer sea el humor, sobre todo, en grupos de WhatsApp donde existe cierto grado de familiaridad y confianza entre los participantes. Nuestra hipótesis de partida es que los stickers son una de las pistas de contextualización humorística para indexar correctamente y reforzar la carga ilocutiva del mensaje. Igualmente, pensamos que el uso de los stickers sirve para evitar posibles malentendidos durante la comunicación y mitigar cualquier tipo de acto amenazante para la imagen de los interlocutores. Nuestro corpus consta de 44.362 palabras y 273 stickers, de los que se han seleccionado 10 secuencias conversacionales humorísticas para analizar.

ABSTRACT: Team-based learning (TBL) involves students working together to solve problems or complete tasks. Active learning, collaboration, and critical thinking are promoted. TBL uses pre-class preparation, in-class team activities, and evaluations to improve course comprehension and application in a dynamic learning environment. Organise WhatsApp groups for TBL in Ayurveda courses by assigning facilitator, recorder, and timekeeper roles. Group discussion, case studies, sharing resources, and scheduling in-depth discussions to improve TBL by encouraging active engagement, good communication, and timely task completion. Faculty or moderators monitor WhatsApp groups, enforce rules, and facilitate discussions. WhatsApp group collaborative learning may improve academic performance because students gain peer interactions and different perspectives. It enhances learning by encouraging active participation and comprehension. Communication, teamwork, and critical thinking are taught to help students succeed in their careers. [ABSTRACT FROM AUTHOR]

Abstract Objective In the present work we investigate how individual differences in at least occasionally using distinct social media platforms is linked to social networks use disorder (SNUD) tendencies. A final sample of n = 2200 participants filled in the AICA-C-9 measure to get insights into individual differences in overuse of social media and participants also indicated which platforms they used at least once a month. Results The analysis revealed a robust positive association between number of at least occasionally used social media apps and SNUD tendencies (r = .44, p

Abstract Background Smart phone technology including different instant messaging applications like, WhatsApp, can be used for the development of radiological skills, reporting, and performance. To determine the utility, attitude, and outcome of WhatsApp for augmenting education in FCPS radiology residency program. To assess the opinion of radiology residents regarding WhatsApp as a tool to enhance postgraduate training. Methodology A mixed method (qualitative and quantitative) was conducted at Dow Institute of Radiology, Karachi, Pakistan. All FCPS Radiology residents were given a radiological case by principal investigator followed by residents’ response in 24 h. Key findings were shared by the mentor. Before and after the intervention of WhatsApp, all residents were evaluated with written and radiological imaging reporting exam. For quantitative analysis, a closed ended questionnaire was used containing information about total number of messages, images, webpage links shared, level of contribution (active/non-active), and utility (contribution in education related topic only). A feedback form with Likert scale was also got filled by all residents. For qualitative research, semi structured interviews (SSIs) were conducted. Results Median number of total images shared were 293 (IQR 1002 images), messages shared 110 (IQR), webpages shared were 54 webpages (61 webpages) and total contents shared by participants was 243 (544 contents). Active contributors showed better performance in utility, competency of contents and attitude towards using social media as a medium for learning. Comparison of written and OSCE results showed better performance after the intervention. Feedback form with Likert scale revealed that students responded positively regarding the shared learning content. Thematic analysis showed 52 codes and 16 themes. Conclusion In this research we have observed that WhatsApp is highly efficient and productive academic tool which can amplify postgraduate radiology education. Student’s narrative reflects that residents have found the missing link which can take them to radiological professional excellence through targeted high-profile learning outside lecture hall in time and place convenient motivational environment. Once it will be blended with existing teaching strategy, it can prove to be a game changer.

Mobile-Assisted Language Learning (MALL) is increasingly favored for its flexibility. This study analyzes interaction patterns in an L2 English training conducted entirely using WhatsApp group chat and examines the teacher’s perspective. Discourse analysis revealed a flexible Initiation-Response-Feedback (IRF) pattern, with students occasionally initiating turns. Emoticons and voice notes fostered emotional connections and mitigated direct feedback. The teacher found WhatsApp valuable for practicing all language skills, stressing the need for small group sizes. The study also noted discrepancies in adjacency pairs, which could be addressed using the direct reply feature to enhance conversational coherence and pedagogical effectiveness. Additionally, the study suggests combining the WhatsApp group chat with offline classes to increase students’ sense of responsibility and participation in the discussion.

Background and Aim of Study: The realm of education is in a constant state of evolution, necessitating that teachers at K-12 and tertiary levels continually update their practices through continuous professional development (CPD). The COVID-19 pandemic has significantly accelerated the adoption of online CPD, encompassing self-driven initiatives, government-led programs, and third-party offerings, notably those by the British Council in the MENA region, which is the emphasis of this study. This transition to online platforms initially involved leveraging Zoom, and subsequently, WhatsApp. The aim of the study: to map the process of CPD-infused online training by analyzing meeting schedules, topics discussed, group dynamics, and interaction patterns. Additionally, it seeks to develop a CPD-based system that can be replicated or scaled for broader implementation. Material and Methods: This descriptive multi-case study is conducted on two WhatsApp groups dedicated to enhancing the skills and competencies of 990 and 780 MENA teachers, respectively. For data collection, the study employed two primary tools: participant observation, and analysis of archived data from CPD-based multimedia-focused discussions in both e-groups over a fixed period of 40 days. Results: The research provides a comprehensive overview of the CPD process and a cost-effective scalable CPD-centric system based on six key elements: e-platforms, e-meetings, archiving, certification, website and organization that orchestrates and streamlines the entire process. This CPD-driven system offers guidelines for institutions and policymakers looking to replicate this system in their educational contexts, with the goal of upgrading teachers’ pedagogical expertise. Conclusions: This study contributes to understanding the effectiveness and scalability of online CPD initiatives using platforms like WhatsApp, particularly in regions like MENA, and offers insights for stakeholders aiming to implement similar strategies for enhancing teacher professional development.

El propósito de este estudio fue determinar el efecto del WhatsApp y Facebook como factores asociados de riesgo en el delito de violación sexual, 2022. El enfoque cuantitativo y el diseño fenomenológico se consideró para dicho estudio. La muestra está constituida por 81 personas, entre adolescentes y jóvenes estudiantes de una universidad de la sede de Lima, cuyo instrumento aplicado fue la encuesta con preguntas semiestructurado para el caso. Los resultados señalan que el WhatsApp y Facebook son plataformas utilizadas por personas para cometer delitos sexuales, especialmente contra menores de edad. Como conclusiones hemos obtenido que el WhatsApp y Facebook son factores asociados de riesgo en el delito de violación sexual de manera vigente y continua, ya que el uso de las Tics está más presente que nunca por la experiencia vivida en el Perú sobre el confinamiento familiar dado a merced sobre la crisis sanitaria del COVID 19.

Background: social media consistsof many applications like Facebook, WhatsApp, YouTube and many more through which people communicate with each other. Over the past few years, the use of social media has increased tremendously. Apart from its advantages in our lives, increased use of social media has many health-related adverse effects like vision problems, sleep problems, depression and anxiety. This study aims to find the relationship between increased use of social media and its various health related adverse effects on the students of Khyber Medical College. Study type,settings & duration: This cross-sectional study conducted atKhyber Medical College, PeshawarfromJanuary to June 2020. Methodology: A sample size of 412 calculated using the WHO calculator for sample size and the sampling technique employed was a random sampling technique. The tool used to collect the data was questionnaire based; representative of each class group from first year to final year. SPSS Microsoft for Windows was used to analyze the data quantitatively. Results: Each variable was quantitatively weighed with a total of 63.8% of the study population exceeding 2 hours of recommended screen time. Of the various variables evaluated; depression, anxiety, disturbed sleep and vision problems showed a positive relationship with prolonged social media usage whereas use of sleep-inducing drugs were not related to prolonged social media usage. Conclusion: We were able to conclude from the comparison with previously conducted studies that health related problems have been on the rise due to increased utilization of social media apps which should be addressed.

Background: Smart phone technology including different instant messaging applications like, WhatsApp, can be used for the development of radiological skills, reporting, and performance. To determine the utility, attitude, and outcome of WhatsApp for augmenting education in FCPS radiology residency program. To assess the opinion of radiology residents regarding WhatsApp as a tool to enhance postgraduate training. Methodology: A mixed method (qualitative and quantitative) was conducted at Dow Institute of Radiology, Karachi, Pakistan. All FCPS Radiology residents were given a radiological case by principal investigator followed by residents' response in 24 h. Key findings were shared by the mentor. Before and after the intervention of WhatsApp, all residents were evaluated with written and radiological imaging reporting exam. For quantitative analysis, a closed ended questionnaire was used containing information about total number of messages, images, webpage links shared, level of contribution (active/non-active), and utility (contribution in education related topic only). A feedback form with Likert scale was also got filled by all residents. For qualitative research, semi structured interviews (SSIs) were conducted. Results: Median number of total images shared were 293 (IQR 1002 images), messages shared 110 (IQR), webpages shared were 54 webpages (61 webpages) and total contents shared by participants was 243 (544 contents). Active contributors showed better performance in utility, competency of contents and attitude towards using social media as a medium for learning. Comparison of written and OSCE results showed better performance after the intervention. Feedback form with Likert scale revealed that students responded positively regarding the shared learning content. Thematic analysis showed 52 codes and 16 themes. Conclusion: In this research we have observed that WhatsApp is highly efficient and productive academic tool which can amplify postgraduate radiology education. Student's narrative reflects that residents have found the missing link which can take them to radiological professional excellence through targeted high-profile learning outside lecture hall in time and place convenient motivational environment. Once it will be blended with existing teaching strategy, it can prove to be a game changer. [ABSTRACT FROM AUTHOR]

This research sheds light on the educational effects of WhatsApp in encouraging first-year engineering students to enhance their English Language proficiency. When it comes to apps that help you learn a new language on the go, WhatsApp is among the best. A WhatsApp English-club chat group was formed by sixty first-year engineering graduate students. For four months, the students spoke, shared, and commented on news stories in English. Furthermore, participants were asked to complete a post-test, a pre-test, and a questionnaire after the study was finished. Results showed that WhatsApp was an effective method of piqueing students' interest in improving their literacy skills. Their grammar, vocabulary, reading comprehension, and writing skills all saw significant improvements. Students also had a positive impression of WhatsApp as a teaching tool for English, according to the report. Researchers found that students enrolled in WhatsApp English-club groups were more likely to work together to improve their language skills and had more opportunities to use the language in context, especially when it came to writing. Therefore, the research suggests that English instructors use WhatsApp as a teaching tool and encourage their students to create and join English-club groups on the messaging app. This would allow them to engage in more informal chats and practise contextualised language usage, which may be challenging in a traditional classroom environment. [ABSTRACT FROM AUTHOR]