A Theory-Based Study of Factors Explaining General Practitioners' Intention to Use and Participation in Electronic Continuing Medical Education

Hadadgar, Arash; Changiz, Tahereh; Dehghani, Zahra; Backheden, Magnus; Mirshahzadeh, Nahidalsadat; Zary, Nabil; Masiello, İtalo

doi:10.1097/ceh.0000000000000123

Cited by 9 publications

(11 citation statements)

References 54 publications

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“…Among the three constructs, perceived behavioral control and attitudes had higher effects, followed by subjective norms. Our result is similar to prior research which implied that e-learning usage intention is dependent on individual behavior control [ 23 , 28 ]. Another study reported that medical students’ behavioral control was a determining factor in their intention to continue receiving m-learning [ 24 ].…”

Section: Discussionsupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

“…The quantitative approach has been widely used in previous technology research [ 26 , 28–30 ]. For such studies, the questionnaires are considered the most reliable tool to measure relationships among constructs in the research model [ 28 ]. In the present study, a questionnaire was sent to the medical and dental students enrolled in seven major universities in Saudi Arabia.…”

Section: Methodsmentioning

confidence: 99%

“…In medical education, several studies used TPB to study factors affecting students’ readiness to adopt mobile learning or examine general practitioners perceived barriers to using e-learning [ 24 , 26 , 27 ]. In this regard, Hadadgar et al revealed that attitudes and perceived behavioral control are significant factors that predict general practitioners’ intention to use e-learning in continued medical education [ 28 ]. While in dentistry, Nkenke et al used the theory to predict students’ acceptance of virtual planning software for dental implants [ 29 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Students’ satisfaction and continued intention toward e-learning: a theory-based study

Rajeh

Abduljabbar

Al-Qahtani

et al. 2021

Medical Education Online

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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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Section: Discussionsupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Students’ satisfaction and continued intention toward e-learning: a theory-based study

Rajeh

Abduljabbar

Al-Qahtani

et al. 2021

Medical Education Online

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“…Intention is determined by three variables: 1) attitudes (overall evaluation of the behaviour), 2) subjective norms (estimation of the social pressure to carry out the behaviour), and 3) perceived behavioural control (the extent to which a person feels able to perform the behaviour). Given the challenges of measuring actual behaviour, intention can be used as a proxy, where a positive relationship between intention and behaviour has been confirmed [14]. This assumption has been supported for behaviours among clinicians [5].…”

Section: Introductionmentioning

confidence: 86%

A theory-based study of doctors’ intentions to engage in professional behaviours

Rich

Medišauskaitė

Potts³

et al. 2020

BMC Med Educ

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Background: The Theory of Planned Behaviour (TPB) has been proposed as an appropriate model for creating a theory-driven approach to teaching medical professionalism. However, there is a lack of empirical evidence into its efficacy. This study explores if the TPB can assess UK medical doctors' professional behaviours and explores if there are differences in the TPB's efficacy depending on doctors' primary medical qualification (UK or outside). Methods: Three hundred fourteen doctors in England at 21 NHS Trusts completed a questionnaire about reflective practice, using the General Medical Council's confidentiality guidance, and raising a patient safety concern. The majority of participants were male (52%), white (68%), consultants (62%), and UK medical graduates (UKGs) (71%). Results: The TPB variables of attitudes, subjective norms, and perceived behavioural control were predictive of intention to engage in raising concerns (R 2 = 35%), reflection (R 2 = 52%), and use of confidentiality guidance (R 2 = 45%). Perceived behavioural control was the strongest predictor of intentions to raise a concern (β = 0.44), while attitude was the strongest predictor of intentions to engage in reflective practice (β = 0.61) and using confidentiality guidance (β = 0.38). The TBP constructs predicted intention for raising concerns and reflecting for both UKGs and non-UKGs (Fs ≥ 2.3; ps ≤ .023, βs ≥ 0.12). However, only perceived behaviour control was predictive of intentions to use guidance for both UKGs and non-UKGs (β = 0.24) while attitudes and norms were just predictive for UKGs (βs ≥ 0.26).Conclusions: This study demonstrates the efficacy of the TPB for three professional behaviours. The implications for medical educators are to use the variables of the TPB (attitudes, subjective norms, and perceived behavioural control) in the education of professionalism, and for medical education researchers to further our understanding by employing the TPB in more empirical studies of non-clinical behaviours.

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Evaluation of a Clinical Platform to Promote Chronic Disease Management

Greene

Sathe

House

et al. 2021

Population Health Management

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A Theory-Based Study of Factors Explaining General Practitioners' Intention to Use and Participation in Electronic Continuing Medical Education

Cited by 9 publications

References 54 publications

Students’ satisfaction and continued intention toward e-learning: a theory-based study

Students’ satisfaction and continued intention toward e-learning: a theory-based study

A theory-based study of doctors’ intentions to engage in professional behaviours

Evaluation of a Clinical Platform to Promote Chronic Disease Management

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