ArticleBMC medical education2025
Digital literacy across disciplines scale for medical students: development, validation, and analysis.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Article
- Cross-cultural adaptation and psychometric validation of the interdisciplinary digital literacy scale for medical students: the Turkish version (DLAD-TR).BMC medical education · 2026Article
- The mediating role of knowledge conversion between digital literacy and scientific creativity among medical students.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeTo develop and validate a Digital Literacy Across Disciplines (DLAD) scale for medical students, analyze its differential performance across gender and major groups, and provide insights for the digital transformation of medical education.
methodsBased on Zhou Xiaoli's theoretical framework of DLAD, integrated with World Federation for Medical Education (WFME) standards and Accreditation Council for Graduate Medical Education (ACGME) guidelines, a scale was developed through literature analysis, expert review, student feedback, and formal testing ( n = 675). Reliability and validity were assessed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), whereas differences across majors and genders were analyzed via the Kruskal‒Wallis H test and the Mann‒Whitney U test.
resultsEFA revealed a four-factor structure (Technology, Competence, Attitude, Knowledge), accounting for 61.5% of the cumulative variance. CFA further validated the model with strong structural validity (CFI = 0.919, TLI = 0.906, RMSEA = 0.069, SRMR = 0.057) and high internal consistency (Cronbach's α = 0.93). The finalized scale comprises four dimensions: Technology (3.71, IQR = 0.57), Attitude (3.75, IQR = 0.75), Knowledge (3.75, IQR = 1.00), and Competence (3.00, IQR = 0.89), with a total score of 3.42 (IQR = 0.67). Significant disparities were observed:Clinical Medicine students scored significantly lower in total score (3.08, IQR = 0.85) and subdimensions (Technology: 3.43, IQR = 1.00); Competence: 2.56, IQR = 1.11; Knowledge: 3.25, IQR = 1.25) compared with Preventive Medicine (3.69, IQR = 0.41, p < 0.001), Medical Imaging Technology (3.67, IQR = 0.79, p < 0.001), and Nursing (3.54, IQR = 0.50, p < 0.001).Female students outperformed males in the Attitude dimension ( p = 0.008, r = 0.1).
conclusionThis study developed the first validated DLAD scale for medical education, revealing critical gaps in digital competence and interdisciplinary disparities. Embedding digital diagnosis-treatment simulations into curricula is recommended to enhance skill integration.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.