Digital Literacy among Medical Sciences Students: A Systematic Review and Meta-Analysis

Document Type : Systematic review/Meta analysis

Authors

1 Department of Community Medicine, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

2 Student Research Committee, Department of Community Medicine, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

3 Student of Nutrition Sciences, Department of Nutrition Sciences, Varastegan lnstitute for Medical Sciences, Mashhad, Iran

10.22038/fmej.2024.80358.1595

Abstract

Background: The rapid advancement of digital technology and information has revolutionized teaching approaches, research practices, and evidence retrieval in medical academic settings, highlighting the necessity for adequate digital literacy (DL) among students. This research delved into examining digital literacy and its various components within the medical sciences student population.
Method: Surveys about medical sciences students’ DL and related topics were identified by searching of the Web of Science, Scopus, Embase, and PubMed databases. Meta-analysis was done using CMA V.3.3.
Results: Out of the 6773 initially identified articles, 54 studies were selected for the final synthesis. The studies showed that the DL of medical science students has improved over the past two decades. However, there were differences in the components of DL, with computer literacy ranking the highest and search literacy ranking the lowest. Result of meta-analysis of 28 studies for estimation of the rate of skilled students in performing tasks using digital devices showed that most students were skilled in using Word Processing (78%) and Presentation (68%) software, while fewer were skilled in using Spreadsheets (49%) and Email (34%).
Conclusion: While in recent years, medical science students have made significant progress in DL, a gap remains between their expected competency and the current situation. The COVID-19 pandemic accelerated the adoption of digital technologies for online learning, positively impacting students’ DL. This valuable experience should guide future educational practices, emphasizing continued online and blended learning, and focusing on integrating ICT courses into the medical science curriculum.

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Main Subjects

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Future of Medical Education Journal
Volume 14, Issue 3
September 2024
Pages 29-38

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