JMIR Publications

ABSTRACT

Background:

The integration of E-learning, distance education, and AR/VR technologies is reshaping education. Despite growing adoption in postgraduate medical education, the perspectives of trainees across Europe on these digital tools are not well documented.

Objective:

We aimed to examine the attitude of orthopaedic and trauma trainees towards distance learning and e-learning on a European level.

Methods:

An online survey was distributed to orthopaedic and trauma trainees in Europe to gauge attitudes toward digital learning. The survey included adapted questions from validated scales, gathered demographic data, and assessed digital skills and attitudes. Analytical methods included Wilcoxon tests, ANOVA, clustering, multinomial logistic regression, and factor analysis to ensure the reliability and validity of attitudinal measures.

Results:

Data from 217 respondents in 29 countries were analysed. E-learning had the highest adoption, while AR/VR technologies were less commonly used. Overall attitudes were positive, with AR/VR receiving notably high ratings (M=4.07). Cluster analysis revealed three groups: “Enthusiastic,” “Supportive,” and “Hesitant,” with digital competence and GDP as significant predictors of group membership. Attitudes differed by workplace and national GDP, highlighting regional variations in resources and technology access.

Conclusions:

Orthopaedic and trauma trainees broadly support for digital learning innovations, with a notable preference for AR/VR. Digital competence and institutional support are critical in fostering acceptance. These findings highlight the importance of educational programs tailored to enhance digital skills, particularly focusing on VR/AR. Policy adjustments are recommended to allocate resources for technological advancements and to address regional disparities, ensuring the effective integration of advanced learning tools across different economic contexts. By prioritizing digital literacy and resource equity, educators and policymakers can better facilitate the adoption of transformative educational technologies.