Publication Date


Document Type


First Advisor

York, Cynthia

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)


Inquiry-based learning (IBL) is an umbrella term used in this quantitative study to describe three different, yet related teaching methodologies: case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL). Each of these IBL activities involves a problem or situation for students in teams to find solutions. The problems to be solved have the most impact for students when they are connected to a real-life situation. While none of the three methodologies require the use of educational technology to be successfully implemented, there are situations where it could augment or improve content delivery. In medical education, situational problems for students to solve usually incorporate instructive clinical cases to guide problem-solving and to prepare them for their professional life as doctors. Implementing these types of case-based activities can require significant paradigm shifts for both students and instructors. It can impact the level of responsibility students take upon themselves for their own learning, and the teaching methods that instructors may find unfamiliar to use to deliver content. Some faculty members might not feel comfortable using educational technologies in these types of educational environments.

Technology use in medical education can comprise the most basic tools, such as, computers, projectors, document cameras, and presentation software. While these tools are not required for the successful delivery of any content, they are fairly ubiquitous in most fields and modes of teaching. An initial challenge for medical educators includes finding their comfort-level with teaching or facilitating IBL activities. An additional challenge for them is to determine how and when to integrate appropriate educational technology into the delivery of these activities.

Therefore, the purpose of this quantitative study was to examine medical school faculty members’ acceptance of, behavioral intention to use (BI), and actual usage behavior (UB) of educational technology in inquiry-based learning (IBL) activities in medical schools in the United States (US). This quantitative, nonexperimental study utilized a theory developed by Venkatesh, Morris, Davis and Davis, the unified theory of acceptance and use of technology (UTAUT) which combines the most useful aspects of eight other technology adoption theories.


233 pages




Northern Illinois University

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