Physicians’ adoption of massive open online courses content in the workplace: An investigation on the training transfer process through the Theory of Planned Behavior

While Massive Open Online Courses (MOOCs) are recognized as helpful learning tools for professional devel- opment in healthcare organizations, they often result in a low transfer of knowledge and skills into participants’ workplaces. Regarding this issue, little research has explored the factors shaping physicians’ intention to transfer learning acquired through these courses to their job. In light of the above, the present study adopted an extended version of the Theory of Planned Behavior (TPB) to address the low transfer rate in such a professional popu- lation by investigating the potential antecedents of transfer intention among 217 Italian physicians. They completed an online questionnaire measuring TPB traditional constructs (i.e., intention to transfer MOOCs content to the workplace, attitude, subjective norms, and perceived behavioral control), variables related to the MOOCs format, professionalism, and organizational learning culture. Findings showed that transfer intention was positively affected by attitude and perceived behavioral control; conversely, no significant association be- tween subjective norms and intention emerged. Furthermore, the proximal antecedents of intention were affected by organizational learning culture. Lastly, attitude toward transfer was positively associated with MOOCs perceived usefulness, which mediated the path between MOOCs reputation and attitude. Study limita- tions and implications for future research and training programs development in the contest of professional continuing education are discussed.