This study aimed to assess the extent to which healthcare students use five informational technologies for daily academic purposes and to examine the changes in student perceptions toward these technologies over five years. This was a cross-sectional descriptive study in 10 different colleges in seven governorates. We conducted a survey using the instruments developed from the Technology Acceptance Model (TAM). The surveys were administered to convenience samples of students at the colleges of pharmacy, medicine, and dentistry in the participating universities. The survey was conducted three times over three different years: 2015, 2018, 2020. Five Information and Communication Technology components were included in the study: electronic course management (ECM), internet, computer, audio recording/commentary, and PowerPoint slides. The surveys were electronic and administered using Qualtrics Survey Software. For most respondents, the survey links were administered electronically via Facebook groups to convenience samples of students of the Bachelor programs. Kruskal–Wallis test was used to measure the difference among the three (years) surveys results. The multiple linear regression analysis was used to measure the associations between the five predictors of the TAM and the outcome variable (actual use of technology). There was a total of 3,113 valid surveys collected in 2015, 2018, and 2020. Nearly two thirds of participants were females. Most students did not have enough experience in using ECM before classes closure in March 2020. Lack of facilitating conditions and infrastructures like an expert technical support team and stable internet connections are negatively impacting students’ acceptance of technology use in education. Moving from mainly face-to-face learning with partial electronic use in 2015 and 2018 to totally virtual learning in 2020 had a negative impact on the perceptions of healthcare college students of the five technologies across the five TAM domains (perceived usefulness, facilitating condition, ease of use, attitude toward use, intention to use) and the actual use of these technologies. The TAM successfully explained the factors influencing the actual use of technologies by healthcare college students. Continuing technical support and training can reduce students’ electronic challenges. Technical status assessment needs to be done at the beginning, mid and end of the semester to evaluate the technical challenges facing students in online learning. The study tools are internationally adoptable to evaluate the student perceptions of the ICT implementation for research and academic annual assessment purposes.

本研究旨在评估医疗保健学生将五种信息技术用于日常学术目的的程度，并检查学生对这些技术的看法在五年内的变化。这是一项在七个省的 10 所不同学院进行的横断面描述性研究。我们使用从技术接受模型 (TAM) 开发的工具进行了一项调查。这些调查是针对参与大学药学院、医学院和牙科学院的学生的便利样本进行的。该调查在三个不同的年份进行了三次：2015 年、2018 年、2020 年。该研究包括五个信息和通信技术组件：电子课程管理 (ECM)、互联网、计算机、录音/评论和 PowerPoint 幻灯片。这些调查是电子的，并使用 Qualtrics 调查软件进行管理。对于大多数受访者来说，调查链接是通过 Facebook 群组以电子方式管理的，以方便本科生的样本。Kruskal-Wallis 检验用于衡量三年（年）调查结果之间的差异。多元线性回归分析用于测量 TAM 的五个预测变量与结果变量（技术的实际使用）之间的关联。2015 年、2018 年和 2020 年共收集到 3,113 份有效调查。近三分之二的参与者为女性。在 2020 年 3 月停课之前，大多数学生在使用 ECM 方面没有足够的经验。缺乏专业技术支持团队和稳定的互联网连接等便利条件和基础设施，正在对学生对教育中技术使用的接受度产生负面影响。从 2015 年和 2018 年主要使用部分电子设备的面对面学习转变为 2020 年的完全虚拟学习，这对医疗保健大学生对五个 TAM 领域的五种技术（感知有用性、便利条件、易用性、使用态度、使用意图）以及这些技术的实际使用情况。TAM 成功地解释了影响医疗保健大学生实际使用技术的因素。持续的技术支持和培训可以减少学生的电子挑战。一开始就需要进行技术状态评估，期中和期末评估学生在线学习面临的技术挑战。这些研究工具可在国际上采用，以评估学生对 ICT 实施的看法，以用于研究和学术年度评估。