Surveying and Modelling 21st Century Online Learning Patterns of Medical Students

Area of Science:

• Medical Education
• Educational Technology
• Health Professions Education

Background:

• 21st-century medical education increasingly integrates information and communication technology (ICT) for online learning.
• The shift necessitates understanding how online learning dimensions impact medical students' development.
• Existing frameworks require adaptation to current medical education emphases.

Purpose of the Study:

• To survey medical students' online learning experiences.
• To model interrelations among dimensions of 21st-century online learning.
• To explore how online learning practices and thinking processes affect basic science-related clinical ability.

Main Methods:

• Developed and validated a seven-factor instrument based on learning frameworks and medical education needs.
• Surveyed 364 medical students on their learning process, thinking process, and clinical ability.
• Analyzed associations and structural relationships among seven validated dimensions.

Main Results:

• The seven-factor instrument demonstrated good reliability and validity.
• Meaningful learning with ICT positively correlated with other learning practices.
• Learning practices positively influenced thinking processes, which in turn positively affected clinical ability.

Conclusions:

• Active and collaborative online learning with technology promotes higher-order thinking skills.
• Students engaged in such practices perceive enhanced basic science-related clinical ability.
• Integrating 21st-century learning practices strengthens medical students' self-perceived clinical competence.