ANCOVA and Assumptions of using this analysis in medical research.

Introduction: Today, elearning is considered one of the efficient learning contexts in continuing medical education (CME). Participation in elearning is dependent on learner rsquo;s level of preparedness. Therefore, this study aimed to determine CME learners rsquo; knowledge, attitude, ability and preparedness in relation to elearning. Methods: In this descriptive crosssectional study, 300 learners attending 2014 autumnwinter CME programs in Isfahan University of Medical Sciences were selected by means of convenience sampling. Data were collected through a researchermade questionnaire which was completed in continuing education sessions. The data were analyzed using descriptive and inferential statistics (independent ttest, Pearson and Spearman correlation coefficients). Results: The mean scores were obtained for ability and knowledge (37.23 ±8), attitude (74.18 ±3.4) and preparedness (60.22 ±7.8). Findings showed that there was a significant relationship between computer and internet usage time and learner rsquo;s ability and knowledge, attitude and preparedness for elearning (P<0.001). There was also a significant relationship between learners rsquo; knowledge and ability and their attitude and preparedness (P<0.001). Gender was found to have no effect on ability and knowledge (p=0.08), attitude (p=0.134) and preparedness (p=0.54) for elearning. Conclusion: The results of this study showed that despite having the features of attitude and preparedness, CME learners did not have the necessary knowledge for receiving information electronically. It seems that authorities should take necessary measures to implement this teaching method in order to promote learners rsquo; knowledge.