Abstract
Background: In the rapidly evolving landscape of medical education, digital resources have transformed how students engage with fundamental concepts in basic sciences, offering new avenues for self-directed learning. Recent studies indicate that over 85% of medical students rely on electronic sources as their primary means of learning, surpassing traditional paper-based materials. As digital technologies continue to advance, their integration into medical education has become more prevalent and increasingly essential. However, this shift calls for the need to identify and address the unique challenges associated with the effective use of digital resources for self-study in medical students. Objectives: This study investigates the effectiveness and challenges associated with utilizing digital tools for selfdirected learning among medical students. Methods: A cross-sectional survey was conducted among first and second-year medical students at a public sector medical university in Lahore, Pakistan, from February to September 2024 using a validated online questionnaire. Nonprobability convenient sampling was employed to collect data from 96 students, analyzed using SPSS. Results: Most students (59.4%) strongly agreed on the necessity of digital resources. YouTube emerged as the most useful resource (93.8%, 95% CI [88.9%, 98.6%], Z = 15.556, p < 0.001), with 59.4% of students studying 3-10 hours weekly. The textbook-first learning approach was significantly more prevalent (79.2%, 95% CI [71.0%, 87.3%], Z = 9.620, p < 0.001). Challenges included resource affordability (39.6%) and accessibility. Despite challenges, 70.8% of students reported significant benefits from digital resources. Conclusion: The study highlights the growing importance of digital resources in medical education, emphasizing the need for affordable, accessible, and integrated digital learning tools.