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Background <p>The digitalization of medical education has accelerated beyond pandemic-driven adaptations, yet learners’ motivation and attitudes toward digital platforms remain inadequately characterized across training stages. This study explores the perceived effectiveness and strategic integration of digital learning in undergraduate and postgraduate medical education, focusing on learners’ motivation and attitudes.</p> Methods <p>A cross-sectional survey using purposive sampling was conducted in Taiwan between 2021 and 2022, enrolling 214 participants, including 104 medical interns and 110 Post-Graduate Year (PGY) trainees. Data were collected using validated instruments assessing digital learning perception (15 items), learning attitude (21 items), and learning motivation (35 items). Pearson correlation analysis was performed to examine relationships among key variables.</p> Results <p>Medical interns reported significantly higher levels of motivation (M = 3.74 vs. M = 3.53, <i>p</i> &lt; .01) and more favorable attitudes (M = 3.68 vs. M = 3.42, <i>p</i> &lt; .01) toward digital learning compared to PGY trainees. A strong positive correlation was observed between learning environment incentives and learners’ attitudes (<i>r</i> = .624, <i>p</i> &lt; .01). While digital modalities were valued for enhancing accessibility and flexibility, participants indicated they were insufficient to replace hands-on clinical training, especially in skill-based competencies.</p> Conclusions <p>These findings highlight the importance of a balanced, hybrid educational model wherein digital learning serves to complement, rather than substitute, traditional clinical instruction. Future curriculum design should emphasize pedagogical alignment between digital content and clinical competencies, with tailored approaches for different training stages to optimize educational outcomes.</p>

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Digital learning effectiveness and strategies in medical training: perspectives on motivation and attitude among interns and PGY trainees

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月16日

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  • Cheng-Han Yu,
  • Cheng-Ting Hsiao,
  • Chih-Ming Hsu

摘要

Background

The digitalization of medical education has accelerated beyond pandemic-driven adaptations, yet learners’ motivation and attitudes toward digital platforms remain inadequately characterized across training stages. This study explores the perceived effectiveness and strategic integration of digital learning in undergraduate and postgraduate medical education, focusing on learners’ motivation and attitudes.

Methods

A cross-sectional survey using purposive sampling was conducted in Taiwan between 2021 and 2022, enrolling 214 participants, including 104 medical interns and 110 Post-Graduate Year (PGY) trainees. Data were collected using validated instruments assessing digital learning perception (15 items), learning attitude (21 items), and learning motivation (35 items). Pearson correlation analysis was performed to examine relationships among key variables.

Results

Medical interns reported significantly higher levels of motivation (M = 3.74 vs. M = 3.53, p < .01) and more favorable attitudes (M = 3.68 vs. M = 3.42, p < .01) toward digital learning compared to PGY trainees. A strong positive correlation was observed between learning environment incentives and learners’ attitudes (r = .624, p < .01). While digital modalities were valued for enhancing accessibility and flexibility, participants indicated they were insufficient to replace hands-on clinical training, especially in skill-based competencies.

Conclusions

These findings highlight the importance of a balanced, hybrid educational model wherein digital learning serves to complement, rather than substitute, traditional clinical instruction. Future curriculum design should emphasize pedagogical alignment between digital content and clinical competencies, with tailored approaches for different training stages to optimize educational outcomes.