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Çakmakkaya ÖS, Meydanlı EG, Kafadar AM, Demirci MS, Süzer Ö, Ar MC, Yaman MO, Demirbaş KC, Gönen MS. Factors affecting medical students' satisfaction with online learning: a regression analysis of a survey. BMC MEDICAL EDUCATION 2024; 24:11. [PMID: 38172870 PMCID: PMC10765570 DOI: 10.1186/s12909-023-04995-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Accepted: 12/20/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND Medical education requires the implementation of different teaching methods and strategies for future doctors to achieve broad learning objectives. This wide range of methods and strategies includes the use of Information Technologies. For a long time, there was a call for a change in medical education for blending new teaching approaches to lessen medical students' class time. The COVID-19 pandemic then sped up the transition to the new way of medical education and classroom lectures were quickly moved to a virtual environment. We expect that these changes will continue, and online learning will be one of the main teaching strategies in medical education. Therefore, educational experiences during the COVID-19 pandemic will improve our understanding of online learning and will help to develop blended medical school curricula in the future. For this reason, we aimed to determine students' overall satisfaction with their online learning experience and to define the main factors affecting students' satisfaction with their online learning program at Cerrahpaşa Medical Faculty. METHODS A cross-sectional survey study was conducted to determine medical students' overall satisfaction with online learning methods and to identify factors associated with positive and negative satisfaction levels. A questionnaire, consisting of 24 questions to collect demographic characteristics, factors associated with online education experience and overall satisfaction levels was developed and distributed to 1600 medical students. Multivariable linear regression analysis was used to determine the factors associated with positive and negative satisfaction levels. RESULTS Regression analysis showed that being familiar with online teaching techniques (β = 0.19, 95% CI [0.07, 0.30], faculty members' higher online teaching skill levels (β = 0.42, 95% CI [0.32, 0.51], interactive online teaching approaches (β = 0.54, 95% CI [0.41, 0.67], having a personal workspace (β = 0.43, 95% CI [0.19, 0.67], and a self-reported longer attention span (β = 0.75, 95% CI [0.57, 0.92] were associated with higher overall satisfaction with online learning. The occurrence of technical problems (β = -0.19, 95% CI [-0.26, -0.12] was associated with lower overall satisfaction. CONCLUSIONS Higher online teaching skills of faculty members, use of interactive approaches, students' familiarity with online teaching techniques, provision of a personal workspace, and self-reported longer attention spans positively contributed to higher levels of student satisfaction with online learning. Considering the increasing significance of online educational methods, our study identified key components that affect students' level of satisfaction. This information might contribute to the development of online educational programs in the future.
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Affiliation(s)
- Özlem Serpil Çakmakkaya
- Cerrahpaşa Medical Faculty, Department of Medical Education, İstanbul University-Cerrahpaşa, İstanbul, Fatih, 34098, Türkiye.
| | - Elif Güzel Meydanlı
- Cerrahpaşa Medical Faculty, Department of Histology and Embryology, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Ali Metin Kafadar
- Cerrahpaşa Medical Faculty, Department of Neurosurgery, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Mehmet Selman Demirci
- Cerrahpaşa Medical Faculty, Department of Anatomy, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Öner Süzer
- Cerrahpaşa Medical Faculty, Department of Medical Pharmacology, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Muhlis Cem Ar
- Cerrahpaşa Medical Faculty, Department of Internal Medicine, Division of Haematology, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Muhittin Onur Yaman
- Vocational School of Health Services, Department of Medical Services and Techniques, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Kaan Can Demirbaş
- Cerrahpaşa Medical Faculty, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
| | - Mustafa Sait Gönen
- Cerrahpaşa Medical Faculty, Department of Internal Medicine, Division of Haematology, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
- Cerrahpaşa Medical Faculty, Department of Internal Medicine, Division of Endocrinology, İstanbul University-Cerrahpaşa, İstanbul, Türkiye
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Rajeh MT, Abduljabbar FH, Alqahtani SM, Waly FJ, Alnaami I, Aljurayyan A, Alzaman N. Students' satisfaction and continued intention toward e-learning: a theory-based study. MEDICAL EDUCATION ONLINE 2021; 26:1961348. [PMID: 34338161 PMCID: PMC8330719 DOI: 10.1080/10872981.2021.1961348] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 06/20/2021] [Accepted: 07/23/2021] [Indexed: 05/25/2023]
Abstract
Coronavirus disease (COVID-19) has forced the urgent lockdown of schools and colleges worldwide. To ensure the continuity of education a shift from traditional teaching to e-learning was required. This study aims to identify factors that affect students' satisfaction and continued intention towards e-learning. A questionnaire was distributed to medical and dental students (second to sixth year) from different universities in Saudi Arabia. The study synthesizes the expectation-confirmation theory (ECT) and the theory of planned behavior (TPB) to predict students' satisfaction and intention to continue using e-learning using a validated self-administered questionnaire. We used the structural equation model to analyze the results and assess the study's hypotheses. A total of 870 completed questionnaires were received (67% response rate). The results showed that students were at a moderate level of satisfaction (median = 3.5). According to the ECT, both perceived usefulness and confirmation significantly influenced students' satisfaction (β = -.69 and β = .82, respectively). Satisfaction was the strongest predictor of students' continued intention (β = 1.95). Among the TPB constructs, perceived behavioral control (β = .51), attitudes (β = .39), and subjective norms (β = .36) had a significant positive influence on their intention to use e-learning. The results suggest efforts to increase students' satisfaction and intention with e-learning should be directed to adopting easy and useful e-learning platforms. In addition, training and motivating students to continue e-learning and increasing their confidence to ensure the effective and efficient use of such teaching modalities.
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Affiliation(s)
- Mona T. Rajeh
- Dental Public Health Division, Preventative Dentistry Department, College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Fahad H. Abduljabbar
- Department of Orthopedic Surgery, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Saad M. Alqahtani
- Department of Orthopaedic Surgery, King Fahd Hospital of the University, Imam Abdulrahman Bin Faisal University, Al-Khobar, Saudi Arabia
| | - Feras J. Waly
- Department of Surgery, Faculty of Medicine, University of Tabuk, Tabuk, Saudi Arabia
| | - Ibrahim Alnaami
- Division of Neurosurgery, Department of Surgery, King Khalid University, Abha, Saudi Arabia
| | - Abdulaziz Aljurayyan
- Department of Orthopedic Surgery, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Naweed Alzaman
- Department of Internal Medicine, College of Medicine, Taibah University, Almadinah Almunawwarah, Saudi Arabia
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Huang K, Abdullah AS, Ma Z, Urmi DS, He H, Quintiliani L, Friedman RH, Yang J, Yang L. Attitudes of Chinese health sciences postgraduate students' to the use of information and communication technology in global health research. BMC MEDICAL EDUCATION 2019; 19:367. [PMID: 31597576 PMCID: PMC6784339 DOI: 10.1186/s12909-019-1785-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2019] [Accepted: 09/02/2019] [Indexed: 05/11/2023]
Abstract
BACKGROUND Information and communications technology (ICT) has been suggested as an important tool for improving global health education and building research capacity in developing countries. However, the existing curricula do not have adequate emphasis on global health research and training. This study was carried out to examine health sciences postgraduates' attitudes and practices regarding curriculum for ICT use in global health research and training in China. METHODS A cross-sectional study was conducted among health sciences postgraduates from six universities in southern China, during December 2016 to March 2017. A self-administered online questionnaire was used to collect data through an online survey platform. Data were analyzed using SPSS for Windows 13.0. RESULTS A total of 1065 participants successfully completed the questionnaires. More than 90% of the students have not had any training about ICT, three quarters have not taken an online course, and 31% of the students do not use ICT in their current research. More than 65% thought that, in an ICT research training curriculum, it was important to learn: ICT utilization related knowledge, ICT research methods/resources, knowledge of databases, ways of data use and acquisition, and informatics search methods (ICT users compared to non-users were more likely to agree to these learning components (all p < 0.05)). Many of the respondents used or planned to use mobile phones (80%), Internet (59%), use computer and WeChat (> 40%), and QQ (a popular chat tool in China) (30%) as ICT tools in research activities. ICT users compared to non-users were more likely to consider using ICT and/or biomedical informatics methods in decision-support or support for information seeking, healthcare delivering, academic research, data gathering, and facilitating collaboration (all p < 0.05). CONCLUSIONS The findings of this study showed that ICT utilization was very important to health sciences postgraduates for their research activities in China, but they lacked ICT-related training. The results suggested the need for specialized curriculum related to ICT use in global health research for health sciences postgraduates in China.
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Affiliation(s)
- Kaiyong Huang
- School of Public Health, Guangxi Medical University, Nanning, 530021 Guangxi Province China
| | - Abu S. Abdullah
- Boston Medical Center, Boston University School of Medicine, Boston, MA 02118 USA
- Duke Global Health Institute, Duke University, Durham, North Carolina USA
- Global Health Program, Duke Kunshan University, Kunshan, 215347 Jiangsu Province China
| | - Zhenyu Ma
- School of Public Health, Guangxi Medical University, Nanning, 530021 Guangxi Province China
| | - Dilshat S. Urmi
- Global Health Program, Duke Kunshan University, Kunshan, 215347 Jiangsu Province China
| | - Huimin He
- School of Information Management, Guangxi Medical University, Nanning, 530021 Guangxi Province China
| | - Lisa Quintiliani
- Boston Medical Center, Boston University School of Medicine, Boston, MA 02118 USA
| | - Robert H. Friedman
- Boston Medical Center, Boston University School of Medicine, Boston, MA 02118 USA
| | - Jun Yang
- School of Public Health, Guangxi Medical University, Nanning, 530021 Guangxi Province China
| | - Li Yang
- School of Public Health, Guangxi Medical University, Nanning, 530021 Guangxi Province China
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Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT. PLoS One 2018; 13:e0194194. [PMID: 29684042 PMCID: PMC5912767 DOI: 10.1371/journal.pone.0194194] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2017] [Accepted: 02/19/2018] [Indexed: 11/19/2022] Open
Abstract
Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, “Applicative Use of ICT in Medicine” for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards using ICT and gained adequate skills necessary to function effectively in an information-rich environment.
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Lee LA, Wang SL, Chao YP, Tsai MS, Hsin LJ, Kang CJ, Fu CH, Chao WC, Huang CG, Li HY, Chuang CK. Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology-Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial. JMIR MEDICAL EDUCATION 2018; 4:e8. [PMID: 29519776 PMCID: PMC5865003 DOI: 10.2196/mededu.9237] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI -75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change -41, 95% CI -67 to -20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants' attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. TRIAL REGISTRATION ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV).
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Affiliation(s)
- Li-Ang Lee
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Shu-Ling Wang
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
| | - Yi-Ping Chao
- Graduate Institute of Medical Mechatronics, Department of Computer Science and Information Engineering, Chang Gung University, Taoyuan, Taiwan
- Department of Neurology, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Ming-Shao Tsai
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Li-Jen Hsin
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chung-Jan Kang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chia-Hsiang Fu
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Wei-Chieh Chao
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Keelung Chang Gung Memorial Hospital, Keelung, Taiwan
| | - Chung-Guei Huang
- Department of Laboratory Medicine, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
- Graduate Institute of Biomedical Sciences, Department of Medical Biotechnology and Laboratory Science, Chang-Gung University, Taoyuan, Taiwan
| | - Hsueh-Yu Li
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Cheng-Keng Chuang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan
- Department of Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
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Buabbas AJ, Alsaleh FM, Al-Shawaf HM, Abdullah A, Almajran A. The readiness of hospital pharmacists in Kuwait to practise evidence-based medicine: a cross-sectional study. BMC Med Inform Decis Mak 2018; 18:4. [PMID: 29325555 PMCID: PMC5765677 DOI: 10.1186/s12911-018-0585-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2017] [Accepted: 01/04/2018] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND The evolving role of pharmacists in providing pharmaceutical care, as part of the healthcare team, challenges them to acquire up-to-date knowledge of medicines to make the best clinical decisions. The volume of medical literature is on the increase, and it is important to utilise these resources to optimise patients' therapeutic outcomes. This study aimed at assessing the readiness of government hospital pharmacists in practising evidence-based medicine (EBM) in Kuwait in regards to their attitude, knowledge and skills, as well as the perceived barriers and facilitators. METHODS This descriptive cross-sectional study used pre-tested self-reported questionnaires to collect information from pharmacists working at government hospitals in Kuwait. In addition, one-to-one, face-to-face semi-structured interviews were conducted with the chief pharmacists of all health regions in Kuwait to discuss and identify the barriers and facilitators of implementing EBM in the hospitals. Quantitative and qualitative analytical measures were undertaken for the data acquired from the questionnaires and interviews, respectively. RESULTS A total of 176 pharmacists (of 445) working in secondary and tertiary government hospitals in Kuwait agreed to take part in the study, giving a response rate of 40%. Over half of the study sample (n = 94, 53.4%) had good confidence in performing online database searches. Approximately 50% of the pharmacists were familiar with searching the Internet for medical resources, asking answerable clinical questions and retrieving research evidence. However, 67% of the pharmacists (n = 118) were neither able to apply research evidence to patient care nor capable of identifying knowledge gaps in practice. Barriers to EBM practice were identified, which included limited access to EBM resources (75%), a lack of time and patient overload (71.6%). The interview results confirmed the willingness of the hospital pharmacists to adopt EBM in their practice if necessary resources such as computers and internet connection were provided. CONCLUSION The hospital pharmacists in Kuwait showed good attitude and willingness towards EBM, however, they need to acquire adequate knowledge and skills for applying it in "real life" practise. Using the current results, clinical implications were recommended to demonstrate how to overcome the barriers, wherein hospital pharmacists could be ready to practice EBM.
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Affiliation(s)
- Ali Jasem Buabbas
- Faculty of Medicine, Kuwait University, PO Box 24923, Safat 13110, Al-Jabriya, Kuwait
| | | | | | - Ali Abdullah
- Hamza Mohamad Al-Shawaf, MSc Health Informatics and Information Management, Faculty of Allied Health Sciences, Kuwait University, Al-Jabriya, Kuwait
| | - Abdullah Almajran
- Faculty of Medicine, Kuwait University, PO Box 24923, Safat 13110, Al-Jabriya, Kuwait
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Ghoochani M, Kahouei M, Hemmat M, Majdabadi HA, Valinejadi A. Health information technology and health care activists: Where is the place of Iranians? Electron Physician 2017; 9:5657-5662. [PMID: 29238511 PMCID: PMC5718875 DOI: 10.19082/5657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2017] [Accepted: 08/20/2017] [Indexed: 12/04/2022] Open
Abstract
Background The level of knowledge and using health information technology by clinicians, students and staff has always been one of the essential issues in the field of health. Objective The objective of the present study was to evaluate HIT knowledge, attitude, and practice habits among health care professionals and students in educational hospitals in Iran. Methods This case study was carried out in 2016 on 539 personnel of 65 educational hospitals in Iran entailing three subgroups of physicians (n=128), medical students (n=97), and health record staff (n=314). A pretested self-administered questionnaire was designed to evaluate the knowledge, attitude and practice of health information technology. It was comprised of three parts of “baseline general characteristics”, “knowledge categories”, and “attitude and practice”. Results In total, 28.8% of participants had a good level of knowledge about computer science, whereas 37.7% had a poor level of knowledge. A total of 40% showed good attitude and practice, while 25.6% had poor attitude and practice. Furthermore, 16.4% of physicians, 32% of students and 33.1% of health record staff had good knowledge, while poor knowledge was reported in 45.3% of physicians, 25.8% of students, and 37.6% of staff (p=0.304). The trend of good attitude and practice habits were respectively 28.9%, 50.5%, and 40.8% in physicians, students, and staff, whereas these trends were respectively 30.5%, 4.1%, and 29.9% for poor attitude and practice (p=0.163). Generally, the knowledge level of participants was positively related to the rate of attitude and practice (r=0.847, p<0.001), so the higher knowledge level brought about the higher score in attitude and practice. Conclusion The level of knowledge and practice of HIT was low among the physicians, students, and staff. Our university can provide a plenary program to promote the level of knowledge and information on practice of HIT.
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Affiliation(s)
- Mobina Ghoochani
- MSc. of Information Technology, School of Allied Medical Sciences, Semnan University of Medical Sciences, Semnan, Iran
| | - Mehdi Kahouei
- Ph.D. of Health Information Management, Associate Professor, Social Determinants of Health Research Center, Semnan University of Medical Sciences, Semnan, Iran
| | - Morteza Hemmat
- Ph.D. of Health Information Management, Assistant Professor, Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran
| | - Hesamedin Askari Majdabadi
- Ph.D. of Health Education and Promotion, Assistant Professor, Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran
| | - Ali Valinejadi
- Ph.D. of Health Information Management, Assistant Professor, Social Determinants of Health Research Center, Department of Health Information Technology, School of Allied Medical Sciences, Semnan University of Medical Sciences, Semnan, Iran
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