This study mainly integrates the mature Technology-Organization-Environment (TOE) framework and recently developed Human-Organization-Technology (HOT) fit model to identify factors that affect the hospital decision in adopting Hospital Information System (HIS).
Employees support during the implementation of organizational changes is important to ensure
successful change. Thus, identifying factors that motivate individuals to support organizational change
is of vital interest for the successful management of changes. Previous studies have confirmed a
number of factors that can affect individual behavior to support the change. However, there are only
few studies that have identified the potential factors to form a framework that is based on theory, in
particular using the theory of planned behavior. Therefore, this study explores how perceived benefits
of change, supervisor support and change self-efficacy affects behavioural support for change.
Furthermore, this review offers propositions based on current literature for further in-depth empirical
investigations to find out the effects of these factors towards behavioural support for change that can be
used as a guide in the academic field as well as practical.
Change in Japanese medical education has been accelerating over the last 10 years. Historically, clinical departments in each medical school played a crucial role, but reports in the mass media tried to refute the feudal 'ikyoku-koza' system with a number of malpractice cases, inappropriate patient-doctor communication, etc. At that time policies by the Ministries of Education and Health (rationalized in 2001) independently became more influential in medical education. In particular the network of governmental medical schools has been restructured, merged and privatized since 2001. In the 1990s several private medical schools developed distinctive curricula including problem-based learning (PBL), the objective structured clinical examination (OSCE) and introduction to clinical medicine (ICM). The curriculum for clinical medicine is still a critical issue and will be a major challenge for the management of each medical school. The effectiveness of the National Model Curriculum consisting of more than 1200 objectives might be questionable but the National Common Achievement Test (CAT) will make a strong impact on the preclinical curriculum. In the future each medical school should adopt an outcome-based education system to close the loop of curriculum development. An evaluation system based on the entire medical school or curriculum will be the key to successful education.