Abstract
BackgroundMedical education has undergone a transformation from conventional to digital learning, enabling learning without any time and place restrictions. Nevertheless, the actual trends of usage and its impact on learning motivation among medical students between developed and developing nations are yet to be investigated. Hence, this study compares the effect of digital learning on learning motivation among Malaysian and Japanese medical students in Universiti Kebangsaan Malaysia (UKM) and Shiga University of Medical Science (SUMS) respectively.MethodsA modified Students Motivation towards Science Learning (SMTSL) was used to assess the digital learning usage and learning motivation among 150 UKM and 147 SUMS medical students throughout Year 1 to 5.ResultsThe frequency of digital learning usage and learning motivation among UKM medical students was significantly higher as compared to SUMS (p < 0.001). Electronic books (e-books) were the most preferred source of digital learning among UKM medical students as compared to SUMS medical students who used research articles, e-books, online courses and videos at similar frequencies. UKM medical students in the clinical phase exhibited a significantly higher learning motivation as compared to preclinical students (p < 0.05) but not among SUMS medical students.ConclusionA suitable learning environment should be developed to encourage digital learning usage among different levels of medical students to enhance its complementary role in medical education and augment the level of motivation among medical students in continuous lifelong learning.
Highlights
Medical education has undergone a transformation from conventional to digital learning, enabling learning without any time and place restrictions
Demographic characteristics A total of 297, year 1 to 5 undergraduate medical students from Universiti Kebangsaan Malaysia (UKM) and Shiga University of Medical Science (SUMS) have participated in this study. 150 (50.5%) students were from UKM and 147 (49.5%) were from SUMS
The differences in digital learning usage between UKM and SUMS were analysed with Chi-square analysis and UKM had significantly higher digital learning usage as compared to SUMS (p < 0.001)
Summary
Medical education has undergone a transformation from conventional to digital learning, enabling learning without any time and place restrictions. The actual trends of usage and its impact on learning motivation among medical students between developed and developing nations are yet to be investigated. Digital learning is a process of integrating technologymediated synchronous and asynchronous approaches including assessments, assignments, and tutoring [1], and it enables learning without any time and location restrictions [2]. Medical education transformation has successfully incorporated digital learning into its curriculum with virtual courses, simulation software and teleconferencing. The current medical students are expected to be in the latest trend, by learning through traditional methods but to utilise the latest technologies to ensure flexibility in the future dynamic workplace [4]. Japan as a developed nation has been promoting the development of e-learning in
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