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<p>The rapid expansion of e-learning in medical education has introduced new opportunities and challenges, particularly concerning ethical considerations and faculty adaptation. This study investigates the relationship between faculty attitudes toward e-learning, their ethical application of virtual education, and perceived stress among faculty members at Bushehr University of Medical Sciences in Iran. Using a cross-sectional descriptive-correlational design, 120 faculty members were surveyed using validated instruments to assess their e-learning attitudes, perceived stress, and ethical engagement in virtual education. Data were collected via online questionnaires and analyzed using Pearson’s correlation and hierarchical multiple regression in SPSS version 20, with a significance threshold of <i>p</i> &lt; 0.05. Results revealed a significant positive correlation between faculty attitudes and ethical application of virtual education (β = 0.279, <i>p</i> &lt; 0.05). In contrast, no statistically significant relationship was found between attitudes toward e-learning and perceived stress (<i>p</i> &gt; 0.05). These findings suggest that favorable attitudes toward e-learning are associated with stronger ethical practices, although they do not necessarily reduce stress levels. The study emphasizes the need to promote constructive attitudes and ethical awareness among faculty to improve the integrity and effectiveness of virtual learning environments.</p>

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Faculty Attitudes and Ethical Dimensions of E-Learning in Medical Education

  • 期刊论文

  • 发表日期：

    2025年12月1日

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  • Mohammad Amin Shadman,
  • Farahnaz Kamali,
  • Razieh Bagherzadeh,
  • Shahnaz Pouladi

摘要

The rapid expansion of e-learning in medical education has introduced new opportunities and challenges, particularly concerning ethical considerations and faculty adaptation. This study investigates the relationship between faculty attitudes toward e-learning, their ethical application of virtual education, and perceived stress among faculty members at Bushehr University of Medical Sciences in Iran. Using a cross-sectional descriptive-correlational design, 120 faculty members were surveyed using validated instruments to assess their e-learning attitudes, perceived stress, and ethical engagement in virtual education. Data were collected via online questionnaires and analyzed using Pearson’s correlation and hierarchical multiple regression in SPSS version 20, with a significance threshold of p < 0.05. Results revealed a significant positive correlation between faculty attitudes and ethical application of virtual education (β = 0.279, p < 0.05). In contrast, no statistically significant relationship was found between attitudes toward e-learning and perceived stress (p > 0.05). These findings suggest that favorable attitudes toward e-learning are associated with stronger ethical practices, although they do not necessarily reduce stress levels. The study emphasizes the need to promote constructive attitudes and ethical awareness among faculty to improve the integrity and effectiveness of virtual learning environments.