Moderating Effect of Media Literacy and Flow Between Web-based Learning Environment and Knowledge Sharing among Chinese Medical Students (Preprint)

Le résumé fourni par la source

BACKGROUND The Internet era provides new opportunities for knowledge transfer between individuals, which helps medical students efficiently learn medical knowledge and skills. OBJECTIVE This study aims to (1) assess the status of knowledge sharing among Chinese medical students; (2) examine the association between web-based learning environment, media literacy, flow, and knowledge sharing; (3) identify the moderating role of media literacy and flow in the relationship between web-based learning environment and knowledge sharing. METHODS The study was conducted online from July to September 2021 in China. A total of 987 valid responses were retained (response rates was 82.25%). Hierarchical linear regression analysis was used to explore factors related to knowledge sharing and test the moderating effect of flow and media literacy on the association of web-based learning environment and knowledge sharing. RESULTS The mean score of knowledge sharing among Chinese medical students was 3.91 ± 0.58. Knowledge sharing was significantly and positively influenced by the web-based learning environment (β =.159, P < .001), flow (β =.480, P < .001) and media literacy (β = .366, P < .001). Flow (β =.732, P < .001) and media literacy (β = .900, P < .05) significantly moderated the association between web-based learning environment and knowledge sharing. CONCLUSIONS The positive correlation between web-based learning environment and knowledge sharing is more pronounced among medical students with high flow or high media literacy. Our finding provides a more optimal pathway for promoting knowledge sharing in Chinese medical education settings, including strengthening network infrastructure construction, creating a harmonious web-based learning environment, and integrating media literacy into the curriculum.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.