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use and usefulness predict attitudes, behavioral intentions, and subsequently actual use of the technology. Structure/Method/Design: Learning Management System (LMS) logon data and online surveys administered to first-year medical (MD1) students were analyzed. Mann-Whitney U tests and separate linear regression analyses were conducted to test the effect of TAM main elements. Results (Scientific Abstract)/Collaborative Partners (Programmatic Abstract): 72% (n 1⁄4 116) of the MD1 students responded to the online survey (73.3% males). Mann-Whitney U and linear regression analyses indicated that perceived usefulness and attitude had a significant effect on intention to use (P < 0.05). Female gender and older age (>25 years) were factors that significantly lowered intention to use and perceived usefulness of LMS. To ascertain actual use of the system, trend data on LMS logons for 6 consecutive months were assessed. The average registered number of logons was 5,268, with minimum and maximum of 1,058 and 11,127 respectively over this period. Similar trends were witnessed in the previous two periods. Summary/Conclusion: Deployment of eLearning in institutions of higher learning does not guarantee the acceptability and sustainability. As institutions in sub-Saharan Africa embrace eLearning, careful evaluation of technology fit and actual use has potential to assess implementation effectiveness and impact sustainability. Our study reveals that age and gender are significant factors that may negatively affect technology acceptance.

Training emergency care practitioners and creating access to acute care services in Uganda: The pilot phase