From awareness to integration: Mobile applications as tools in radiology education

Abstract

Objective

This study aimed to evaluate awareness, usage, and perceptions of mobile applications among radiological science students and highlight their potential as educational tools.

Materials and methods

This cross-sectional study was conducted among radiological science students. A structured, self-administered questionnaire was distributed to level 1 to 3 students. The questionnaire included five sections: accessibility and usage of medical apps, perceptions of usability, comparison with traditional tools, impact on learning and skills, and preferences for app costs and integration. A total of 156 students were invited and 112 responses were included in the final analysis. Sociodemographic data and survey responses were summarized using descriptive statistics.

Results

Most students expressed interest in using medical apps 100 (89.3%), with a large proportion using them for learning 89 (79.5%). Around 72 (96%) found medical apps user-friendly and effective in improving confidence 68 (90.7%) and practical skills 73 (97.3%). The majority believed apps could replace textbooks 49 (65.3%) and found them more effective than traditional tools 39 (52%). Despite these benefits, institutional advocacy was limited, with recommendations coming primarily from 45 peers (40.2%). Most participants, 103 (92%), supported integrating the apps into the curriculum to enhance learning outcomes.

Conclusion

Mobile applications are indispensable tools in radiology education, potentially improving students’ confidence, skills, and learning experience. However, limited institutional support and concerns about content reliability remain challenges. To maximize their impact, it is important to provide structured integration of mobile apps into educational frameworks and access to validated resources.