Background: The utilization of new educational technologies offers significant potential to enhance clinical education quality and patient safety in skill-based disciplines. However, their effectiveness depends on their acceptance by end-users. This study aimed to evaluate the acceptance of new educational technologies in skills training and investigate factors influencing the intention to use them among anesthesiology faculty members and students.

Methods: This cross-sectional study was conducted on 154 participants (135 students and 19 faculty members) at Isfahan University of Medical Sciences. Data were collected using a 21-item questionnaire based on the Technology Acceptance Model (TAM), including the constructs of perceived usefulness, perceived ease of use, attitude toward use, and intention to use, as well as experience with technology. The reliability of the instrument was confirmed with a Cronbach’s alpha of 0.89. Data analysis was performed using descriptive statistics, independent t-test, Pearson correlation coefficient, and multiple linear regression.

ResultsThe mean components of the technology acceptance model were evaluated at a high level in both groups. No significant difference was observed between the evaluation of students and faculty members (p > 0.05). Pearson correlation results showed that experience with technology had a positive and significant correlation with perceived usefulness (r = 0.42), perceived ease of use (r = 0.38), attitude toward use (r = 0.45), and intention to use (r = 0.51) (p < 0.05). Multiple linear regression with the entry of gender and professional status variables showed that the final model could explain 47.2% of the variance in intention to use (R² = 0.472, p < 0.001). Based on standardized coefficients, attitude toward use (β = 0.380) was the strongest predictor of intention to use, followed by experience with technology (β = 0.217) and perceived usefulness (β = 0.196).

Conclusion: The acceptance of new educational technologies in the studied population is at a desirable level. Practical experience with technology plays an important role in strengthening the attitude and intention to use it; such that this experience is more determinant in technology acceptance than professional status.