Assessment of Mobil Device Usage Duration and Lifelong Learning Tendencies Among Medical School Students

Abstract

Background: In the present day, where scientific knowledge in the field of healthcare accumulates progressively, it is essential for healthcare professionals to regularly update their knowledge and skills. Despite our awareness of the need for continuous professional development, less is known about how medical school students experience and perceive lifelong learning, which is an integral part of continuous professional education. The aim of this study was to determine the mobil device usage duration and lifelong learning tendencies of medical school students and evaluate the relationship between them. Methods: Within the scope of the research, data were collected from 751 students who were studying at the Faculty of Medicine and voluntarily participated in the study. The data collection instruments included the lifelong learning tendencies scale and survey questions related to demographic variables, such as the time participants spend on personal development in social networks, online/offline gaming, and social media. SPSS version 25 software was used for data analysis. Descriptive analyses were conducted to provide information about the general characteristics of the groups. Differences between scale scores and total scores of sub-dimensions were compared with Kruskal-Wallis and Mann-Whitney U tests in terms of other variables. Results: In the research, the average score for lifelong learning tendencies of medical school students was calculated as 96.88 ± 18.09. Based on the obtained average scores, it was observed that the lifelong learning tendency levels of medical school students were at a moderate level. In terms of motivation and perseverance dimensions, it was determined that females had higher scores compared to males and this was statistically significant. According to the research, the participating students spend an average of 3.76±2.19 hours per day on social media, an average of 1.12±1.71 hours on online/ offline games and an average of 2.46±0.90 hours on web pages and mobile networks for personal development. It was seen that female students spent more time on social networks compared to males (p < 0.001, Z: 4.250), and male students spent more time on online/offline games compared to females (p < 0.001, Z: 9.761). There was no significant difference (p > 0.005) found between the time spent on websites for personal development and the variables of gender and term. However, it was understood that those who spent no time on web pages for personal development had lower scores compared to those who spent other times in terms of their lifelong learning tendencies. Conculusion: The data obtained regarding the lifelong learning and mobil device usage duration of medical school students can provide a foundation for enhancing medical students' lifelong learning orientations and planning more effectively. Medical school students should be given the opportunity to take responsibility for keeping up with the rapidly changing technological and scientific knowledge in the field of medicine. Their learning motivations should be increased, and they should be guided on how to learn, especially on how to access current scientific sources online.