Design, implementation, and evaluation of IIIDDS: a structured WhatsApp case-discussion curriculum in undergraduate...

Instant-messaging platforms like WhatsApp may be a useful and scalable adjunct to undergraduate medical education, particularly when it comes to image-rich disciplines like radiology. We developed a concise, repeatable case-discussion framework for large-scale instant-messaging group chats (IIIDDS: Indication, Imaging, Interpretation, Differentials, Discussion, and Safety-net) to support a student-led, faculty-moderated case-discussion group model.

To explore learner perceptions of a student-led, faculty-moderated radiology WhatsApp group and its structured IIIDDS case-discussion approach between preclinical and clinical undergraduate medical students.

A Checklist for Reporting Results of Internet E-Surveys (CHERRIES) informed exploratory cross-sectional survey was distributed to the Radiology Club WhatsApp members via email and WhatsApp. The survey explored perceived usability, educational value, learning environment, and challenges of the platform and IIIDDS model. Descriptive analyses and subgroup comparisons were performed between medical students with and without clinical rotation experience.

In total, 128 responses were evaluated in the analysis. Overall comfort with WhatsApp was high (mean 4.50/5). Participants commonly valued shared radiology cases (82.0%), annotated images (76.6%), and faculty guidance (70.3%). Clinical students reported being more comfortable using WhatsApp (mean 4.75 vs. 4.32; p = 0.006) and a stronger perception of a safe learning environment (mean 3.75 vs. 3.33; p = 0.031) compared to preclinical students. Reported challenges included overwhelming message volume (68.0%) and difficulty keeping up with discussions (61.7%).

A structured, student-led, faculty-moderated instant-messaging-based case discussion model was perceived as an accessible and credible adjunct for undergraduate radiology education. Providing a structured case presentation framework and a platform for accessible multimedia sharing was perceived to support reliable and constructive case discussions by combining structured discussion with faculty moderation. Findings suggest practical design priorities for similar implementations, including faculty moderation, structure, and strategies to reduce message-overload.