Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
School of Medicine, University College Dublin, Dublin, Ireland.
BMC Med Educ. 2019 Jan 30;19(1):39. doi: 10.1186/s12909-019-1475-4.
The shift from a more didactic to student-centred pedagogical approach has led to the implementation of new information communication technology (ICT) innovations and curricula. Consequently, analysis of the digital competency of both faculty and students is of increasing importance. The aim of this research is to measure and compare the internet skills of medical school faculty and students and to investigate any potential skills gap between the two groups.
A survey of medical school faculty and students across three universities in Ireland was carried out using a validated instrument (Internet Skills Scale) measuring five internet skills (Operational, Information Navigation, Social, Creative and Mobile). Three focus groups comprising a total of fifteen students and four semi-structured interviews with faculty across three institutions were carried out to explore further findings and perceptions towards digital literacy, give further insight and add context to the findings.
Seventy-eight medical faculty (response rate 45%) and 401 students (response rate 15%) responded to the survey. Mean scores for each internet skill were high (above 4 out of 5) for all skills apart from Creative (mean of 3.08 for students and 3.10 for faculty). There were no large differences between student and faculty scores across the five skills. Qualitative results supported survey findings with a deeper investigation into topics such as online professionalism, use of licencing and mobile application development. Needs based skills training and support were highlighted as areas for faculty development.
Both medical educators and students tend to have similar competencies with respect to internet skills. When implementing online and distance learning methodologies however, medical schools need to ensure appropriate skills training and support for faculty as well as providing targeted training to improve the creative skills of both their educators and students.
从更具说教性的教学方法向以学生为中心的教学方法转变，导致了新的信息通信技术（ICT）创新和课程的实施。因此，分析教师和学生的数字能力变得越来越重要。本研究的目的是衡量和比较医学院校教师和学生的互联网技能，并调查这两个群体之间是否存在潜在的技能差距。
在爱尔兰的三所大学对医学院校的教师和学生进行了一项调查，使用了一种经过验证的工具（互联网技能量表）来衡量五项互联网技能（操作、信息导航、社交、创意和移动）。进行了三个共包含十五名学生的焦点小组和四个与三所机构的教师进行的半结构化访谈，以进一步探讨对数字素养的看法和观念，深入了解调查结果并提供背景信息。
共有 78 名医学教师（回应率为 45%）和 401 名学生（回应率为 15%）对调查做出了回应。除了创意技能（学生平均得分为 3.08，教师平均得分为 3.10）外，所有技能的平均得分都很高（均高于 5 分中的 4 分）。五项技能中，学生和教师的分数之间没有很大差异。定性结果支持调查结果，更深入地探讨了在线专业精神、许可使用和移动应用程序开发等主题。需要基于技能培训和支持是教师发展的重点领域。
医学院校的教育工作者和学生在互联网技能方面的能力相似。然而，在实施在线和远程学习方法时，医学院校需要确保为教师提供适当的技能培训和支持，并为提高教育工作者和学生的创意技能提供有针对性的培训。
