Department of Biochemistry, Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM), Jalan Yaacob Latif, 56000, Kuala Lumpur, Malaysia.
Department of Culture and Medicine, Shiga University of Medical Science, Seta Tsukinowa-cho, Otsu, Shiga, Japan.
BMC Med Educ. 2021 Aug 4;21(1):418. doi: 10.1186/s12909-021-02855-w.
Medical 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.
A 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.
The 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.
A 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.
医学教育经历了从传统到数字学习的转变，使学习不受时间和地点的限制。然而，在发达国家和发展中国家的医学生中，数字学习的实际使用趋势及其对学习动机的影响尚未得到调查。因此，本研究比较了马来西亚国立大学（UKM）和滋贺医科大学（SUMS）的马来西亚和日本医学生在数字学习对学习动机的影响。
使用改良后的学生对科学学习的动机量表（SMTSL）评估了 UKM 和 SUMS 的 150 名和 147 名医学生在 1 至 5 年级期间的数字学习使用情况和学习动机。
UKM 医学生的数字学习使用频率和学习动机明显高于 SUMS（p<0.001）。电子书籍（e-books）是 UKM 医学生最受欢迎的数字学习资源，而 SUMS 医学生则以相似的频率使用研究文章、电子书籍、在线课程和视频。UKM 临床阶段的医学生表现出比预科学生更高的学习动机（p<0.05），但 SUMS 医学生则没有。
应开发合适的学习环境，鼓励不同层次的医学生使用数字学习，以增强其在医学教育中的补充作用，并提高医学生在持续终身学习中的动机水平。
