Remem6er1n9 the ¢A ¢5: Rep0rt Fr0m the AMA Med1ca1 5tudent 5ect10n A. Jay 81nder, 7u1ane Un1ver51ty 5ch001 0f Med1c1ne Cha1rper50n, A M A Med1ca1 5tudent 5ect10n 1t wa5 many year5 a90 that the 5tudent 1eader5 0f the AMA~5 Med1ca1 5tudent 5ect10n rec09n12ed the a1m05t 11m1t1e55 p0tent1a1 0f c0mputer app11cat10n t0 1mpr0v1n9 the effect1vene55, eff1c1ency, and 4ua11ty 0f med1c1ne and med1ca1 educat10n. We 6e11eved that c0mputer5 c0u1d 6e u5ed t0 enhance 1earn1n9 and fac111tate the 1nteract10n and c0mmun1cat10n 6etween teacher and 5tudent. We a150 knew that re1at1ve1y few 0f the nat10n5 ¢ med1ca1 5tudent5 and phy51c1an5 t00k fu11 advanta9e 0f c0mputer techn0109y 1n the1r da11y per50na1 and pr0fe5510na1 11ve5. We wanted t0 kn0w why. We wanted t0 kn0w what fact0r5 1nf1uenced 5tudent ¢5 percept10n5 and 6ehav10r w1th re9ard5 t0 c0mputer u5e. We 1dent1f1ed at 1ea5t 51x 1mp0rtant area5 t0 c0n51der 1n 0ur 1nf0rma1 5tudy, 1n4u1r1e5, and f0rma1 5urvey5. 7he5e are what we ca11 the 51x ¢A ¢5. 7hey are: accepta6111ty, ava11a6111ty, acce5516111t~; aff0rda6111ty, app11ca6111ty and a6111ty. We had 4ue5t10n5 1n each 0f the5e area5 and deve10ped a 5trate91c p1an t0 9et the an5wer5 t0 0ur 4ue5t10n5 and act acc0rd1n91y. Let u5 ta1k a60ut accepta6111ty. 1n June 0f 1984, the
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