Mobile learning in pediatric residency programs in Mexico: Patterns of use, perceived benefits, barriers, and a conceptual model

Introduction

Mobile devices are embedded in postgraduate clinical training, yet evidence from Latin American and resource-constrained clinical learning environments remains limited. Framed by self-regulated, situated, and sociotechnical perspectives on mobile learning, this study explored educational use patterns, perceived benefits, barriers, and a resident-centered conceptual model among residents in pediatric training programs in Mexico. Material and methods: A cross-sectional survey included 240 residents in Pediatrics and pediatric subspecialties affiliated with a large public university system in Mexico. A 45-item questionnaire developed from prior qualitative work and refined through expert review, cognitive interviews, and pilot testing assessed device use, activities, perceptions, and barriers. We calculated descriptive estimates with 95% confidence intervals, domain-specific measurement analyses, and exploratory subgroup comparisons.