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Med Educ Online. 2017;22(1):1338504. doi: 10.1080/10872981.2017.1338504.

The gap between medical faculty's perceptions and use of e-learning resources.

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a Department of Medical Education , Dongguk University School of Medicine , Goyang , Republic of Korea.
b Department of Medical Education , Jeju National University School of Medicine , Jeju , Republic of Korea.
c Department of Emergency Medicine , Soonchunhyang University School of Medicine , Bucheon , Republic of Korea.



e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources.


To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources.


Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data.


Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were 'lack of resources relevant to my lectures,' 'lack of time to use them during lectures,' and 'was not aware of their availability.'


Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap.


Medical education; e-learning; faculty perceptions; teaching and learning

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