Comparing nurses' self-assessment of their professional behavior before and after a professional behavior continuing education program

Introduction: Recent advances in information and communication technology and wireless technologies, have transformed elearning into mobile learning. The purpose of this study was to investigate human, pedagogical, management and leadership, technological, economic and attitudinal factors as obstacles to implementation of mobile learning in Hamadan University of Medical Sciences. Methods: This study was an applied descriptivesurvey. The study population included all faculty members (n=300) of Hamadan University of Medical Sciences in 2015, of whom 130 were selected through random sampling and Morgan table. Data collection tool was a researchermade obstacles to implementation of mobile learning in medical education questionnaire whose face validity was confirmed by ICT experts and its reliability was verified by Cronbach rsquo;s alpha which was 0.83. The collected data were analyzed using one sample ttest. Results: Findings showed that all of the six factors namely human (19.13 ±0.31) out of 25 points, pedagogical (15.86 ±0.20) and leadership and management (15.85 ±0.43) out of 20 points, technological (18.84 ±0.67) out of 25 points, economic (12.77 ±0.28) and attitudinal (12.51 ±0.46) out of 15 points were considered the obstacles to implementation of mobile learning in Hamadan University of Medical Sciences (p=0.001). Conclusion: Results indicated that in order to establish mobile learning in Hamadan University of Medical Sciences, the obstacles including human, pedagogical, management and leadership, technological, economic and attitudinal factors should be removed.