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Technology Acceptance Model in Medical Education: Systematic Review.

Jason Wen Yau Lee1, Jenelle Yingni Tan2, Fernando Bello1,3

  • 1Duke-NUS Medical School, National University of Singapore, 8 College Road, Singapore, 169857, Singapore, 65 66016437.

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Summary
This summary is machine-generated.

The Technology Acceptance Model (TAM) is increasingly used in medical education research to understand technology adoption. This review synthesizes studies, showing TAM

Keywords:
TAMe-learningeducatorselectronic literaturelearnerslearning interventionsmedical educationmobile learningqualitativesurvey instrumentsurveyssystematic reviewtechnologiestechnologytechnology acceptancetechnology acceptance modeltechnology adoptiontheoretical framework

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Area of Science:

  • Medical Education
  • Health Informatics
  • Educational Technology

Background:

  • The integration of technology in medical education necessitates frameworks to assess user acceptance.
  • The Technology Acceptance Model (TAM) provides a robust theoretical basis for understanding technology adoption determinants.

Purpose of the Study:

  • To systematically review and synthesize research employing the Technology Acceptance Model (TAM) within medical education.
  • To identify trends, methodologies, and applications of TAM in evaluating technology acceptance among learners and educators.

Main Methods:

  • A systematic literature search was performed in February 2024 across major databases (Embase, MEDLINE, PsycINFO, PubMed, Web of Science) following PRISMA guidelines.
  • Initial search yielded 680 articles; 39 were retained after duplicate removal and exclusion criteria application.
  • Study quality was assessed using the Medical Education Research Study Quality Instrument for qualitative components.

Main Results:

  • Research on TAM in medical education began in 2010, with a notable increase post-2016.
  • Quantitative studies predominantly used TAM as a survey instrument, while qualitative research utilized it as a framework.
  • E-learning and mobile learning were common interventions, with emerging interest in AR, VR, and 3D printing.

Conclusions:

  • Scholarly engagement with TAM in medical education is expanding.
  • TAM is versatile, applicable as both a quantitative survey tool and a qualitative research framework.
  • This review establishes a foundation for future research on technology acceptance factors in medical education.