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Background <p>Digital literacy and scientific creativity are becoming significant concerns in the cultivation of professional and innovative talents within medical higher education, particularly given the widespread application of digital technology in modern medicine. Although existing studies suggest a link between digital skills and students’ performance, research specifically focusing on the relationship between digital literacy and scientific creativity remains limited. Furthermore, the internal mechanisms through which digital literacy influences scientific creativity have not been clearly elucidated. Knowledge conversion, as conceptualized in the SECI model, may mediate this relationship. This study aims to explore the relationship between digital literacy and scientific creativity among medical students and assesses the mediating role of knowledge conversion and its four dimensions.</p> Methods <p>A cross-sectional survey of 770 medical students from Central South University (December 2024 to March 2025) was conducted using digital literacy scales, scientific creativity scales, and knowledge conversion scales. SPSS 24.0 and AMOS software were used to analyze the data, with mediating effects specifically examined via the Hayes PROCESS macro.</p> Results <p>Digital literacy exhibited a significant positive effect on medical students’ scientific creativity. Mediation analysis revealed that knowledge conversion served as a significant mediator, explaining the vast majority of this effect, which underscores its role as a primary pathway. However, a significant direct effect of digital literacy remained, thus confirming a partial mediation model. Among the dimensions of knowledge conversion, externalization emerged as the most potent mediator.</p> Conclusions <p>This study highlights the significant role of digital literacy in directly enhancing the scientific creativity of medical students, as well as the mediating effect of knowledge transformation, particularly in its externalization dimension. The findings provide valuable insights for educational interventions, indicating that strategies should not only focus on digital skills but also integrate knowledge management training. Furthermore, the proposed DLSC-SECI model provides a theoretical framework for systematic training aimed at improving the scientific creativity of medical students in the digital era.</p>

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The mediating role of knowledge conversion between digital literacy and scientific creativity among medical students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月11日

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  • Qi Hu,
  • Zhenglin Li,
  • Ruihan Lin,
  • Huiling Fu,
  • Bin Tang,
  • Jixing Yan,
  • Ying Cai,
  • Minhan Yi,
  • Yuan Zhang

摘要

Background

Digital literacy and scientific creativity are becoming significant concerns in the cultivation of professional and innovative talents within medical higher education, particularly given the widespread application of digital technology in modern medicine. Although existing studies suggest a link between digital skills and students’ performance, research specifically focusing on the relationship between digital literacy and scientific creativity remains limited. Furthermore, the internal mechanisms through which digital literacy influences scientific creativity have not been clearly elucidated. Knowledge conversion, as conceptualized in the SECI model, may mediate this relationship. This study aims to explore the relationship between digital literacy and scientific creativity among medical students and assesses the mediating role of knowledge conversion and its four dimensions.

Methods

A cross-sectional survey of 770 medical students from Central South University (December 2024 to March 2025) was conducted using digital literacy scales, scientific creativity scales, and knowledge conversion scales. SPSS 24.0 and AMOS software were used to analyze the data, with mediating effects specifically examined via the Hayes PROCESS macro.

Results

Digital literacy exhibited a significant positive effect on medical students’ scientific creativity. Mediation analysis revealed that knowledge conversion served as a significant mediator, explaining the vast majority of this effect, which underscores its role as a primary pathway. However, a significant direct effect of digital literacy remained, thus confirming a partial mediation model. Among the dimensions of knowledge conversion, externalization emerged as the most potent mediator.

Conclusions

This study highlights the significant role of digital literacy in directly enhancing the scientific creativity of medical students, as well as the mediating effect of knowledge transformation, particularly in its externalization dimension. The findings provide valuable insights for educational interventions, indicating that strategies should not only focus on digital skills but also integrate knowledge management training. Furthermore, the proposed DLSC-SECI model provides a theoretical framework for systematic training aimed at improving the scientific creativity of medical students in the digital era.