Skip to main content

Table 3 Respondents’ practices regarding the importance of an ICT research training course by ICT using status

From: Attitudes of Chinese health sciences postgraduate students’ to the use of information and communication technology in global health research

Items All Respondents
(N = 1065)
Very important / Essential
N (%)
Use ICT
(N = 740)
Very important / Essential
N (%)
Not use ICT
(N = 325)
Very important / Essential
N (%)
p-Value
What might be the best ways to reach academic healthcare faculty at your university or other universities in China with the marketing or promotional messages of the ICT education program?
 a. To persuade the first groups of faculty who take the ICT course and apply it to their academic work to share their personal experiences and achievements with other faculty at their universities. 242 (23) 164 (22) 78 (24) 0.510
 b. Give presentations at GXMU and other target universities on key ICT-related topics and the use of ICT by faculty researchers, educators and clinical service directors at their institutions and at other institutions in China and elsewhere. 474 (45) 326 (44) 148 (46) 0.654
 c. Publicize the course(s) and their “results” through electronic based academic communications and other means to faculty, students, and staff of the University and its affiliated hospital(s) and other healthcare delivery entities. 131 (12) 86 (12) 45 (14) 0.309
 d. Promote the value of ICT education of students, faculty and other staff at the university as an important component of research capacity-building. 218 (20) 164 (22) 54 (17) 0.039
Which of the below ICT and/or biomedical informatics tools do you use or plan to use? (multiple choice)
 a. Mobile phone 848 (80) 613 (83) 235 (72) <  0.001
 b. Non-mobile computer system 460 (43) 351 (47) 109 (34) <  0.001
 c. Radio 59 (6) 34 (5) 25 (8) 0.042
 d. Internet 626 (59) 457 (62) 169 (52) 0.003
 e. Cable TV 92 (9) 62 (8) 30 (9) 0.648
 f. CD-ROM 63 (6) 44 (6) 19 (6) 0.949
 g. WeChat 467 (44) 338 (46) 129 (40) 0.070
 h. QQ 321 (30) 240 (32) 81 (25) 0.014
 i. Skype 40 (4) 30 (4) 10 (3) 0.440
 j. Others 10 (1) 5 (1) 5 (2) 0.179
What aspect of your professional work would you like to consider using more ICT and/or biomedical informatics methods? (multiple choice)
 a. Support for information seeking or decision-support by medical/healthcare providers 688 (65) 499 (67) 189 (58) 0.004
 b. Support for health information or healthcare advice by patients/laymen 519 (49) 366 (49) 153 (47) 0.474
 c. Help in identifying and/or implementing ICT and/or biomedical informatics method(s) to deliver a healthcare intervention 554 (52) 388 (52) 166 (51) 0.683
 d. Help in using ICT and/or biomedical informatics to deliver healthcare in urban/suburban settings 379 (36) 278 (38) 101 (31) 0.042
 e. Help in using ICT and/or biomedical informatics to deliver healthcare in remote or rural settings 315 (30) 240 (32) 75 (23) 0.002
 f. Help in using ICT and/or biomedical informatics to monitor health and healthcare interventions in urban/suburban settings 286 (27) 210 (28) 76 (23) 0.090
 g. Help in using ICT and/or biomedical informatics to monitor health and healthcare in rural or remote settings 273 (26) 202 (27) 71 (22) 0.061
 h. Support on using ICT and/or biomedical informatics methods in my research 293 (28) 229 (31) 64 (20) <  0.001
 i. Support for gathering data for research from research subjects 289 (27) 220 (30) 69 (21) 0.004
 j. Facilitating collaboration with research/clinical team members and other individuals 251 (24) 194 (26) 57 (18) 0.002
Was the ICT/biomedical informatics training that you have received helpful for your research or education? a
 Very helpful 51 (71) 49 (88) 2 (13) < 0.001
 Somewhat helpful/ Not at all helpful 21 (29) 7 (12) 14 (87)
In general, how helpful was the online course or courses that you have taken? b
 Very helpful 136 (51) 119 (82) 17 (14) < 0.001
 Somewhat helpful/ Not at all helpful 133 (49) 26 (18) 107 (86)
  1. aN = 72, bN = 269