Document Type : Original Article

Authors

• SHEREEN ELTARHOUNY ^{1, 2}
• SHAIMAA RAMADAN ³
• AYAT R. ABDALLAH ^{4, 5}
• MAI A. SAMAK ^{6, 7}
• SALMA ALI ⁸
• TAYSEER MANSOUR ^{4, 9}

¹ Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia

² Faculty of Medicine, Zagazig University, Zagazig, Egypt

³ General Medicine Practice Program, Batterjee Medical Collage, Dammam, Saudi Arabia

⁴ Family and Community Medicine Department, College of Medicine, Taibah University, Madinah, Saudi Arabia

⁵ Epidemiology & Preventive Medicine Department, National Liver Institute, Egypt

⁶ Department of Medical Histology and Cell Biology, Faculty of Medicine, Zagazig University, Zagazig, 44519, Egypt

⁷ College of Medicine, University of Ha'il, Ha'il, 2240, Saudi Arabia

⁸ Faculty of Medicine, Cairo University, Cairo, Egypt

⁹ Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt

Abstract

Introduction: The digital transformation of healthcare has amplified the importance of digital self-representation and professional branding. Understanding how these factors influence lifelong learning motivation is essential for fostering continuous professional development in an evolving clinical landscape. This study aimed to examine the relationship between digital selfrepresentation,
professional branding, and motivation for lifelong learning among health professionals, and to identify demographic, disciplinary, and regional factors influencing these dynamics.
Methods: A descriptive cross-sectional study was conducted among 340 health professionals using the Jefferson Scale of Lifelong Learning (JeffSLL) and a validated Digital Identity
Scale. Statistical analysis assessed the correlations between digital identity engagement and lifelong learning motivation, and examined group differences by age, discipline, region, and gender.
Results: Participants demonstrated high lifelong learning motivation (JeffSLL mean=3.33±0.65) and moderate-to-high digital engagement (Digital Identity Scale mean=3.19±0.57). A strong positive correlation was observed between digital identity engagement and learning motivation (r=0.635, p<0.001). The highest engagement was reported among mid-career professionals (aged 36–45 years) and those with 11–15 years of experience. Participants from dentistry and European regions showed the highest motivation for lifelong learning (p=0.005). No significant gender differences were noted.
Conclusions: Digital identity is a significant predictor of lifelong learning motivation among health professionals. Engagement with digital self-representation and professional branding is especially pronounced among mid-career professionals and in regions with robust digital infrastructure and continuing professional development mandates. However, emotional and ethical complexities persist, underscoring the need for contextsensitive, institutionally supported strategies to foster digital professionalism and equitable lifelong learning opportunities.

Highlights

SHEREEN ELTARHOUNY

TAYSEER MANSOUR

Keywords

• Identity
• Professionalism
• Motivation
• Continuing education
• Health care