医学生のデジタルリテラシーと科学的創造性との間の知識変換の仲介的な役割
Qi Hu1,2,3, Zhenglin Li4, Ruihan Lin1,5
1Department of Respiratory Medicine, Xiangya Hospital, Central South University, Changsha, China.
BMC medical education
|February 12, 2026
まとめ
デジタルリテラシーが医学生の科学的な創造性を大幅に高め,知識変換が重要な仲介者として機能します. デジタルスキルと知識管理の強化は,医学教育におけるイノベーションの促進に不可欠です.
科学分野:
- 医療教育 医療教育について
- デジタル・リテラシー デジタル・リテラシー
- 科学的な創造性 科学的な創造性
背景:
- デジタルリテラシーと科学的創造性は,医学生にとって非常に重要です.
- デジタルリテラシーと科学的創造性との関連に関する研究は限られている.
- 知識の変換は,デジタルリテラシーと科学的創造性との関係を仲介する可能性があります.
研究 の 目的:
- 医学部生におけるデジタルリテラシーと科学的創造性との関係を調査する.
- この関係における知識変換の仲介的役割を評価する.
- 知識変換の4つの次元を検証する.
主な方法:
- 770人の医学生の横断調査.
- デジタルリテラシー,科学的創造性,知識変換のスケールを活用しました.
- データ分析はSPSSとAMOSを用いて行われ,メディエーション分析はHayes PROCESSマクロを用いて行われました.
主要な成果:
- デジタルリテラシーが医学生の科学的な創造性に良い影響を与えます.
- 知識の変換は,この関係を大幅に仲介し,外部化は最も強い次元である.
- 直接的および間接的な効果の両方を示す部分的なメディエーションモデルが確認されました.
結論:
- デジタル・リテラシーが科学的な創造性を直接的に高め,知識の変換を通じて間接的に促進する.
- 教育的な介入は,デジタルスキルと知識管理訓練を統合する必要があります.
- DLSC-SECIモデルは,医学生の科学的創造性を向上させるための枠組みを提供します.
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