Decoding digital transformation in health professions education: a comparative analysis of knowledge, attitudes, and...

Digital transformation is altering educational processes in health professions and needs instructors and students to acquire competencies for its implementation. At the same time, comparative information about readiness for digital transformation for educators and students in Saudi Arabian universities is scarce and the reasons for such readiness are not fully known. This study reviewed the knowledge, attitude and readiness of instructors and learners at King Saud bin Abdulaziz University for Health Sciences.

The study used a cross-sectional comparative design. Data was collected from the respondents with the help of a specially designed questionnaire, based on the Technology Acceptance Model. The questionnaire measured digital competency, perceived usefulness and ease of use and facilitating conditions.

Respondents displayed a slightly more developed level of digital competence, perceived usefulness, perceived ease of use, and readiness for digital transformation. As for students, motivation and confidence in one's ability to work with digital technologies turned out to be the best predictors. Structural equation modeling has validated that usefulness and ease of use along with facilitating conditions represent significant factors for predicting the intention to use digital technologies. Hence, psychology and organizational aspects play a bigger role in being ready for the digital transformation than demographic variables.

The readiness for digital transformation in health professions education relates to not only the technical aspect but also to individual motivation, confidence, and institutional backing. Therefore, universities should develop specific strategies to motivate and encourage students to learn, along with training faculty, giving sufficient resources, and offering suitable organizational conditions.