Knowledge, Attitude and Willingness to Use mHealth Technology among Doctors at a Semi Urban Tertiary Hospital in Nigeria

Doctors’ Attitude and Willingness to Use Electronic Medical Records at the Lagos University Teaching Hospital, Lagos, Nigeria.

“…In a similar study done in a semi-urban center in Nigeria, majority of the respondents who were willing were also young [13]. This shows that the younger a population is, the more willing they are to try new things.…”

“…A study conducted in Ethiopia also showed that more than half of the respondents had good attitude. In Nigeria, a study among healthcare workers in Ekiti, also indicated that majority (97.58%) of the doctors had positive attitude to the use of technology in healthcare [11-13]. …”

Octennial Review (2010-2018) of Literature on M-Learning for Promoting Distributed-Based Medical Education in Sub-Saharan Africa

“…Recognising the critical role of evaluation on the success of policy implementation and change management across contexts, the WHO Global Observatory (2011) recommended continual evaluation of health systems, to come up with empirical evidence upon which policymakers, administrators and other stakeholders in SSA, can base their policy decisions. Investigating attitudes towards mobile technology in medical education, Adebara, Adebara, Olaide, Emmanuel, and Olanrewaju (2017), Ibrahim, Salisu, Popoola, and Ibrahim (2014), and Obi et al (2018) reported participants demonstrated a positive attitude towards the of use mobile technology in medical education and practice. Conversely, this has a substantial effect on the acceptance of the technology and vice versa (Adebara et al, 2017;Ibrahim et al, 2014;Obi et al, 2018).…”

“…Investigating attitudes towards mobile technology in medical education, Adebara, Adebara, Olaide, Emmanuel, and Olanrewaju (2017), Ibrahim, Salisu, Popoola, and Ibrahim (2014), and Obi et al (2018) reported participants demonstrated a positive attitude towards the of use mobile technology in medical education and practice. Conversely, this has a substantial effect on the acceptance of the technology and vice versa (Adebara et al, 2017;Ibrahim et al, 2014;Obi et al, 2018). However, the attitude of medical students and physicians or doctors is influenced by some specific factors such as; awareness, skills, training, and availability of the relevant infrastructure (Adebara et al, 2017;Ibrahim et al, 2014;Obi et al, 2018).…”

“…Recognising the need for mobile learning, these African medical practitioners have suggested that the adoption of mobile technologies and online courses will enable class sizes to increase dramatically in a short space of time and could potentially be significant in mobilising a medical workforce that is struggling with traditional modalities that cannot produce the desired results. The growth of these technologies across the world and Africa, in particular, has prompted some studies on the use of mobile devices in medical education in SSA (Adebara, Adebara, Olaide, Emmanuel, & Olanrewaju, 2017;Chaya, Pilot, & Urassa, 2018;Frehywot et al, 2013;Ibrahim, Salisu, Popoola, & Ibrahim 2014;Lazarus, Sookrajh, & Satyapal, 2017b;Masika et al, 2015;Witt et al, 2016b). Koole (2009) defines mobile learning as "a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction" (p.25).…”