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Background <p>As digital technologies increasingly shape healthcare delivery and education, Turkish medical education still lacks a culturally equivalent and psychometrically validated instrument to assess these skills among clinical-year students. The aim of this study is to adapt the Digital Literacy Across Disciplines Scale (DLAD) into Turkish culture and evaluate the psychometric properties of the DLAD-TR. </p> Methods <p>This methodological validation study was conducted with clinical-year medical students (<i>n</i> = 480) at Gaziantep University Faculty of Medicine. The cross-cultural adaptation process included forward-backward translation, expert panel review, and pilot testing. Construct validity was examined using exploratory factor analysis (principal axis factoring with Promax rotation) and confirmatory factor analysis (maximum likelihood estimation). Internal consistency was assessed using Cronbach’s alpha, McDonald’s omega, and composite reliability, and temporal stability was evaluated using the intraclass correlation coefficient (ICC; two-way mixed-effects, absolute agreement) based on a two-week test-retest interval.</p> Results <p>Suitability for factor analysis was confirmed by the Kaiser-Meyer-Olkin value (0.843) and a significant Bartlett’s test of sphericity. In the final EFA solution, one item (Q10) with cross-loadings was removed, resulting in a 23-item, three-factor structure. CFA (<i>n</i> = 240) indicated that the model demonstrated acceptable fit indices. In the test-retest subsample (<i>n</i> = 16), intraclass correlation coefficients ranged from 0.52 to 0.78 for the subscales and 0.72 for the total score, indicating acceptable but imprecise temporal stability due to the small subsample size.</p> Conclusion <p>The DLAD-TR appears to be a valid and reliable instrument for assessing digital literacy in clinical-year medical students using three factors and 23 items. The scale may facilitate needs assessment of digital literacy in medical education, support the planning of targeted educational interventions, and enable pre-post evaluation of such interventions.</p> Trial registration <p>Not applicable. This study did not involve a healthcare intervention or a clinical trial.</p>

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Cross-cultural adaptation and psychometric validation of the interdisciplinary digital literacy scale for medical students: the Turkish version (DLAD-TR)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月14日

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  • Yıldız Büyükdereli Atadağ,
  • Tuba Saygılı,
  • Aslıhan Çelik Çoban

摘要

Background

As digital technologies increasingly shape healthcare delivery and education, Turkish medical education still lacks a culturally equivalent and psychometrically validated instrument to assess these skills among clinical-year students. The aim of this study is to adapt the Digital Literacy Across Disciplines Scale (DLAD) into Turkish culture and evaluate the psychometric properties of the DLAD-TR.

Methods

This methodological validation study was conducted with clinical-year medical students (n = 480) at Gaziantep University Faculty of Medicine. The cross-cultural adaptation process included forward-backward translation, expert panel review, and pilot testing. Construct validity was examined using exploratory factor analysis (principal axis factoring with Promax rotation) and confirmatory factor analysis (maximum likelihood estimation). Internal consistency was assessed using Cronbach’s alpha, McDonald’s omega, and composite reliability, and temporal stability was evaluated using the intraclass correlation coefficient (ICC; two-way mixed-effects, absolute agreement) based on a two-week test-retest interval.

Results

Suitability for factor analysis was confirmed by the Kaiser-Meyer-Olkin value (0.843) and a significant Bartlett’s test of sphericity. In the final EFA solution, one item (Q10) with cross-loadings was removed, resulting in a 23-item, three-factor structure. CFA (n = 240) indicated that the model demonstrated acceptable fit indices. In the test-retest subsample (n = 16), intraclass correlation coefficients ranged from 0.52 to 0.78 for the subscales and 0.72 for the total score, indicating acceptable but imprecise temporal stability due to the small subsample size.

Conclusion

The DLAD-TR appears to be a valid and reliable instrument for assessing digital literacy in clinical-year medical students using three factors and 23 items. The scale may facilitate needs assessment of digital literacy in medical education, support the planning of targeted educational interventions, and enable pre-post evaluation of such interventions.

Trial registration

Not applicable. This study did not involve a healthcare intervention or a clinical trial.