Kulkarni Sanat, Lawson-Smith Erin, Mongan Laura, Westacott Rachel, Jackson Dawn
College of Medicine and Health, University of Birmingham, Birmingham, B15 2TT, UK.
BMC Med Educ. 2025 Jul 11;25(1):1041. doi: 10.1186/s12909-025-07591-z.
The increasing incorporation of digital learning platforms has transformed pedagogical approaches in medical education. However, these tools are under-researched and under-theorised. In the 2022/23 academic year, an asynchronous, personalised digital learning tool (Osmosis) was provided to all medical students at one of the largest medical schools in the United Kingdom. We explored students' experience of digital learning platforms, including Osmosis, and their influences on student motivation and inclusion.
We conducted a qualitative study of second to final year medical students at the University of Birmingham. Data were collected through 10 semi-structured interviews and one focus group. The fifteen participants were purposively sampled based on year group, gender, ethnicity, international student status, self-reported health challenges, caring responsibilities and financial difficulties. Interviews were audio-recorded, transcribed and thematically analysed using the Framework Method. Data were analysed through the lens of self-determination theory (SDT) which focuses on the psychological needs of autonomy, self-efficacy and interconnectedness for achieving intrinsic motivation.
Five overarching themes were identified in relation to digital learning tools: (1) navigating complexity within the digital learning environment, (2) benefits and pitfalls of autonomous digital learning, (3) efficiency and depth in learning and promoting self-confidence, (4) social influences on digital learning and (5) curriculum level considerations. Aligned to SDT, digital tools promoted students' autonomy, self-efficacy and relatedness thereby facilitating intrinsic motivation. Online tools, including the Osmosis platform, supported student inclusivity and accessibility, helping students overcome health and learning challenges. However, lack of formal guidance towards online platforms, misalignment to the local curriculum and concerns over reliability were key barriers to their use.
Digital learning tools play an increasingly important role within modern medical education, positively impacting student motivation and inclusion. Nevertheless, greater focus must be placed on providing local guidance in accessing such tools, alongside constructively aligning their integration with other elements of the curriculum. Retaining medical students is vital to the future of patient care and it is ever more critical that higher education institutions prioritise student motivation, inclusion and wellbeing. Optimising integration of digital learning platforms therefore may be one means of achieving this.
Not applicable.
数字学习平台的日益融入改变了医学教育的教学方法。然而，这些工具的研究和理论化不足。在2022/23学年，一种异步、个性化的数字学习工具（Osmosis）被提供给英国最大的医学院之一的所有医学生。我们探讨了学生对数字学习平台（包括Osmosis）的体验，以及它们对学生动机和包容性的影响。
我们对伯明翰大学二年级至最后一年的医学生进行了一项定性研究。通过10次半结构化访谈和1次焦点小组收集数据。这15名参与者是根据年级、性别、种族、国际学生身份、自我报告的健康挑战、照顾责任和经济困难有目的地抽样选取的。访谈进行了录音、转录，并使用框架法进行了主题分析。数据通过自我决定理论（SDT）的视角进行分析，该理论关注实现内在动机的自主性、自我效能感和相互联系的心理需求。
确定了与数字学习工具相关的五个总体主题：（1）在数字学习环境中应对复杂性，（2）自主数字学习的好处和陷阱，（3）学习的效率和深度以及增强自信心，（4）数字学习的社会影响，（5）课程层面的考虑因素。与自我决定理论一致，数字工具促进了学生的自主性、自我效能感和关联性，从而促进了内在动机。包括Osmosis平台在内的在线工具支持学生的包容性和可及性，帮助学生克服健康和学习方面的挑战。然而，缺乏对在线平台的正式指导、与当地课程不一致以及对可靠性的担忧是使用这些工具的关键障碍。
数字学习工具在现代医学教育中发挥着越来越重要的作用，对学生的动机和包容性产生积极影响。然而，必须更加注重提供使用此类工具的本地指导，同时建设性地使其与课程的其他要素相协调。留住医学生对患者护理的未来至关重要，高等教育机构将学生的动机、包容性和福祉作为优先事项变得更加关键。因此，优化数字学习平台的整合可能是实现这一目标的一种手段。
不适用。
