Which practice is best to manage the Hidden curriculum for the best use of mobile devices in clinical practice? A systematic review.REVIEW


  • Maidha Jadoon Women Medical College.
  • Afreenish Malik Institute of Health Professions Education & Research.
  • Fatima Aman Women Medical College.
  • Ayesha Bibi Ahmad Medical Institute, Peshawar.
  • Summara Khan Women Dental College.
  • Raima Bilal Women Dental College.




Clinical Practice, Hidden Curriculum, Mobile Devices, Medical Education, Systematic Review


Objective: To evaluate the literature regarding the practices to manage the hidden curriculum for the best use of mobile devices in clinical practice. Study Design: Systematic Review. Setting: Articles selected for review from Canada, United Kingdom, Japan, Ireland and Saudi Arabia. Period: July to Dec 2023. Methods: Following databases were searched: PubMed (12,579), the Cochrane Library (348), scopus (84), PsycInfo (21), CINAHL (220), Google Scholar (1,414). Primary variable (Evaluation of the development of clinical skills made possible by mobile devices) and secondary variable (to determine how satisfied students are with their mobile learning experience). The quality of study was critically appraised according the Critical Appraisal Skills Programme (CASP) scale. Results: The research findings indicate that using mobile devices into medical education has a variety of effects. Positive instructor perspectives, more student involvement, and higher learning outcomes were frequently reported by participants. Medical students' growth of technological competency and readiness for the changing healthcare landscape have been found to be accelerated by mobile devices. The integration of virtual simulations and applications that are interactive has had a positive impact on the development of clinical abilities. Positive effects included themes of individualization, collaborative learning communities, and a better understanding of patient-centered care. On the other hand, issues including the digital divide, diversions, and security threats were recognized as obstacles that called for a careful strategy to reduce any negative effects. When everything is considered, the findings confirm the revolutionary potential of mobile device incorporation in medical education and highlight how it helps to create a dynamic, technologically advanced learning environment for prospective medical professionals. Conclusion: This study provides insight on how adding mobile devices into medical education has a revolutionary effect. The research indicates enhanced learning outcomes, increased student involvement, and altering faculty perspectives through insightful stories and compelling arguments.

Author Biographies

Maidha Jadoon, Women Medical College.

BDS, CHPE, MHPE, Lecturer Medical Education, 

Afreenish Malik, Institute of Health Professions Education & Research.

BDS, MPHE, Lecturer, 

Fatima Aman, Women Medical College.

BDS CHPE, MHPE, Lecturer Medical Education, 

Ayesha Bibi, Ahmad Medical Institute, Peshawar.

DPT, MSPT Resident, Lecturer, 

Summara Khan, Women Dental College.

BDS, MHPE, Lecturer Medical Education, 

Raima Bilal, Women Dental College.

BDS, MHPE Resident, Lecturer Medical Education,