Strides in Development of Medical Education

Document Type : Original Article


1 Ph.D. in Human Resources Management, Associate Professor of Human Resources Management Dep., Humahistic School, Paya-e- Noor University, Shiraz, Iran

2 Ph D. Student of Distance Learning, Instructor of Education Dep., Humahistic School, Paya-e- Noor University, Shiraz, Iran Iran


Background & Objective: The main audience of information technology is human resources and in the case of lack of positive attitude toward information technology the desired results can not be achieved The main purpose of this study was to evaluate factors related to the attitudes toward the use of ICT among the students of Shiraz University of Medical Sciences School of Management Methods: The present c orrelation study was performed on the students of School of Management Shiraz University of Medical Sciences Data collection instrument was a standard questionnaire and data were analyzed by path analysis and Lisrel software Results: Variables of c omputer selfefficacy (023) perceived ease of using technology (037) and perceived usefulness of technology (028) had significant direct relationship with attitude toward use of ICT Computer experience (014) computer selfefficacy (020) and perceived ease of using technology (018) showed significant direct effect on perceived usefulness of technology It is also observed that computer experience (027) and computer selfefficacy (018) have significant direct effect on perceived ease of using technology and finally variable of computer experience (029) showed significant direct effect on computer selfefficacy Conclusion: Among the studied variables perceived ease of using technology had the greatest impact on the attitude toward ICT use and also the model showed appropriate and acceptable fitness with data  


  1. Articles from Medical Doctors without Borders website. [Serial on line] 2010. Available From: URL:
  2. Sobhani Z. ICT in Medical Education. Available from: URL: http:// www. Pezeshkan. org/?p= 20394. [In Persian]
  3. Baylor AL, Ritchie D. What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Educ 2002; 39(4): 395-414.
  4. Morris MG, Dillon A. How user perceptions influence software use. IEEE Software 1997; 58-64.
  5. Venkatesh V, Davis FD. A model of antecedents of perceived ease of use development and test. Decision Science 1996; 27(3): 451-81.
  6. Venkatesh V. Determinants of perceived ease of use: Integrating control, intrinsic motivation and emotion in to the technology acceptance model. Info Sys Res 2000; 11(4): 340-65.
  7. Dishaw MT, Strong DM, Bandy DB. Extending the task-technology fit model with self-efficacy constructs. Human-Computer Interaction Studies in MIS 2002: 143.
  8. Lee YK. Factors affecting leaner behavioral intentions to adopt web based learning technology in adult and higher education. [Doctoral Dissertation Research]. University of South Dakota; 2001.
  9. Seyed Javadin R, Yazdani Sh.[ Factors that influence customers to use internet banking services]. Journal of Knowledge Management 2001: 45-61. [In Persian]
  10. ght of technology acceptance model: A Student prospective. [Doctoral Dissertation]. University of Central Florida; 2003.
  11. Chang R. An empirical study of attitude toward web-assisted instruction: Individual difference (Web skills, self-efficacy). A Dissertation Submitted to the Faculty of Mississippi State University; 2003.
  12. Taylor S, Todd PA. Assessing IT usage: The role of prior experience. MIS Quarterly1995; 19: 561-70.
  13. Afari-Kumah E, Achampong AK. Modeling computer usage intentions of tertiary students in a developing country through the technology acceptance model. International Journal of Education and Development using Information and Communication Technology (IJEDICT) 2010; 6(1): 10.
  14. Baker-Eveleth L, Stone RW. Expectancy theory and behavioral intentions to use computer applications. Interdisciplinary Journal of Information, Knowledge and Management 2008; 3.
  15. MC-Farland D. The particularization of computer efficacy and its influences on technology acceptance model: A field study. A Thesis Proposal Submitted to Faculty of Dermal University; 1999. Available in:
  16. Olomi T, Shykhshoaei F. [Factors affecting acceptance of library and information technology by state universities and technical college in Tehran]. Journal of Library and Information Science 2007; 10(3): 9-34. [In Persian]
  17. Movahedi M, Abbasi M. Introduced, evaluated and improved technology acceptance model (TAM) of the conditions. First International Management Conference 2003; 1-12. [In Persian]
  18. Totolo A, Burnet K. Information technology adoption by principals in Botswana Secondary Schools. [Doctoral Dissertation Research]. Florida State University; 2007.
  19. Reid M. Integrating trust and computer self-efficacy into the technology acceptance model: Their impact on customers’ use of banking information systems in Jamaica. [Doctoral Dissertation Research]. Nova Southeastern University; 2008.
  20. Pan C. System use of WebCT in the light of the technology acceptance model: A student perspective. [Unpublished doctoral dissertation]. University of Central Florida; 2003.
  21. Sen S. The effect of technology acceptance on postsecondary African-American students’ achievement in mathematics: A path analytic inquiry. [Doctoral Dissertation Research]. University of Central Florida; 2005.
  22. Wolters CA, Daugherty SG. Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. J Educ Psychol 2007; 99(1): 181-93.
  23. Gefen D, Straub D. The relative importance of perceived ease of use in IS adoption. JAIS 2000; 1: 8.
  24. Affect Information technology adaptation by teacher. [Dissertation]. Nebraska: Faculty University; 2004.
  25. Kerlinger F. Fundamentals of research in behavioral sciences. Pasha Sharifi H, Najafi Zand J (Translator). Tehran: Avaye Noor; 2003. [In Persian].