ArticleThe Journal of chiropractic education2025
Perceptions of chiropractic students on digital literacy skills at a South African university: A cross-sectional study.
Article in The Journal of chiropractic education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
objectiveThe purpose of this study was to assess chiropractic students' opinions of their digital literacy proficiencies.
methodsA cross-sectional, quantitative, and exploratory study was conducted with 1st to 4th year bachelor of health sciences and 1st to 2nd year master of health sciences chiropractic students (n = 244) at the University of Johannesburg using an anonymous, self-administered online Likert-style questionnaire. The 41-item survey collected demographic data and students' self-perceptions on 4 aspects of digital literacy skills, namely, information literacy (IL), information communications technology literacy (ICTL), information and communications technology utilization (ICTU), and media literacy (ML). Data were analyzed according to the 4 constructs.
resultsThe response rate was 57.78% (n = 141). The majority of students were 18-24 years of age and female and the highest year cohort was from 1st year master of health sciences chiropractic students. Students reported high levels of agreement within IL (M = 4.220; SD = .472), and ML (M = 4.271; SD = .507) constructs and lower levels of agreement within ICTL (M = 3.808; SD = .568) and ICTU (M = 3.762; SD = .562) constructs. Age and sex were not statistically significant; academic year was significant for IL only (p = .040). All 4 constructs exhibited acceptable internal consistency (IL: 0.862; ICTL: 0.830; ICTU: 0.840; ML: 0.844).
conclusionGaps were highlighted in the perception of ICTL and ICTU skills in all chiropractic students and trends emphasizing differences between basic and higher order levels of digital literacy skills between junior and senior years of study, respectively. There is a need to bridge the gap in skills at department, faculty, and university levels.
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