The Relationship between Medical Students' Media Use and Learning Progress

Autor/inn/en	Nagel, Marie-Theres; Reichert-Schlax, Jasmin; Zlatkin-Troitschanskaia, Olga; Klose, Verena; Weber, Maruschka; Roeper, Jochen
Titel	The Relationship between Medical Students' Media Use and Learning Progress
Quelle	In: Studies in Higher Education, 46 (2021) 10, S.2063-2073 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1953334
Schlagwörter	Medical Students; Educational Technology; Technology Uses in Education; Knowledge Level; Seminars; Correlation; Behavior Change; Online Courses; Textbooks; Student Behavior; Student Characteristics; Medical Education; Foreign Countries; Physiology; Mass Media Use; Social Media; Video Technology; Germany + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Seminar; Korrelation; Online course; Online-Kurs; Textbook; Text book; Schulbuch; Lehrbuch; Student behaviour; Schülerverhalten; Medizinische Ausbildung; Ausland; Physiologie; Mediennutzung; Soziale Medien; Deutschland
Abstract	The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from 'information overload', and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influence their acquisition of medical knowledge. Moreover, we examined (4) the influence of factors such as media overload. In a pre-post design, we assessed the development of students' medical knowledge before (T1) and after (T2) attending physiology seminars, and examined the relationship between their knowledge development and media use. Our analyses showed a significant increase in students' domain-specific knowledge after the seminars. In contrast, their media use behavior did not change substantially, with online sources being used more frequently than textbooks and course materials. An increased use of additional textbooks and online sources from T1 to T2 was linked to a stronger increase in knowledge. The results indicate that students' media use behavior influences their knowledge gain over their course of study, which has important implications for developing curricula in medical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01