Research Journal of Medical Sciences
ISSN: Online 1993-6095ISSN: Print 1815-9346
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Abstract
As digital technology becomes increasingly integral to healthcare, digital literacy emerges as a critical component of medical education. Understanding how digital literacy influences learning outcomes can guide curriculum enhancements to prepare medical students more effectively for their future roles. This study aimed to explore the relationship between digital literacy and academic performance among medical students, identifying key areas of digital literacy that impact learning outcomes. A cross‐sectional survey was conducted at a single medical institution involving 400 medical students. Digital literacy was assessed using a standardized tool that evaluated various competencies, such as information management, communication technical skills. Academic performance was measured through current academic grades. Statistical analyses included correlation and regression models to assess the impact of digital literacy on academic outcomes. The findings indicated a significant positive correlation between high levels of digital literacy and superior academic performance. Students with advanced skills in navigating online resources and data analysis demonstrated particularly strong academic outcomes. The odds ratios for good academic performance were substantially higher among students with higher digital literacy levels, with key areas showing notable influence. The study underscores the importance of digital literacy in medical education, suggesting that significant enhancements in learning outcomes can be achieved by integrating targeted digital skills training. The results advocate for the inclusion of comprehensive digital literacy programs in medical curricula to align educational strategies with the evolving demands of the healthcare sector.
How to cite this article:
Aditi Saha, Rajasri Chunder, Sayantani Majumdar and Anirban Das Gupta. Cross‐Sectional Investigation of Digital Literacy and its Impact on Learning Outcomes among Medical Students.
DOI: https://doi.org/10.36478/10.36478/makrjms.2024.1.357.361
URL: https://www.makhillpublications.co/view-article/1815-9346/10.36478/makrjms.2024.1.357.361