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Can Medical Students Evaluate Medical Websites?: A mixed-methods study from Oman
Teresa Loda1, Ken Masters2, Stephan Zipfel1
1Medical Department VI/Psychosomatic Medicine and Psychotherapy, University Hospital Tübingen, Tübingen, Germany.
Medical students struggle to critically evaluate online health information, even with internet familiarity. Short teaching interventions are insufficient; enhanced critical thinking skills are crucial for lifelong learning and professional practice.
Area of Science:
- Medical Education
- Information Literacy
- Digital Health
Background:
- Medical students and practitioners need to evaluate online medical information.
- Familiarity with the internet does not guarantee proficiency in evaluating medical websites.
- Existing abilities of medical students in assessing digital health resources may require enhancement.
Purpose of the Study:
- To assess medical students' ability to evaluate medical websites.
- To identify the criteria used by students for website evaluation.
- To determine factors influencing these abilities and the impact of a teaching intervention.
Main Methods:
- A mixed-methods study involving undergraduate medical students at Sultan Qaboos University.
- Students evaluated an unreliable medical website before and after a teaching intervention on evaluation criteria.
- Data collected through website evaluations and qualitative comments.
Main Results:
- 149 students participated, spending an average of 4.69 hours daily online.
- Pre- and post-intervention scores showed no significant difference, with increased polarization.
- Qualitative feedback revealed awareness of criteria but difficulty in critical application.
Conclusions:
- Medical students' ability to evaluate medical websites varies, irrespective of technology familiarity.
- Website evaluation hinges on information perspective and critical thinking, not just technical skills.
- Short educational interventions are ineffective; alternative strategies are needed to foster independent lifelong learning.
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