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