Web-enhanced learning (WEL) is changing healthcare education, e.g. in the flipped classroom. Understanding healthcare teachers’ need on WEL faculty development based on theoretical framework is an emergent need. This study aimed to explore healthcare teachers’ perceived self-efficacy about teachers’ instructional knowledge of WEL with technology pedagogical content knowledge (TPCK) framework.

318 healthcare teachers participated in this study and responded to self-efficacy on Web-pedagogical-content-knowledge (WPCK) questionnaire. Parallel analysis and exploratory factor analysis (EFA) were conducted to validate the questionnaire. Then, ANOVA was done to compare the scores between different disciplines of teachers and the scores between different factors within subject. 

The result of this study showed valid theoretical structure of applying TPCK framework on exploring healthcare teachers’ perception about WEL. This was different form previous study that showed the WP factor was failed to retain in the final structure with elementary to high school teachers. 

The teachers need help on using web technology for communicative purpose and the integration of instructional WPCK.
The WPCK model may be helpful for the design of faculty development for implementation of e-learning in healthcare education.

The parallel analysis indicated a five-factor structure of WPCK questionnaire that was coherent with the pre-proposed factor structure based on TPCK theoretical framework. The five factors were web technology general (TG), web technology communicative (TC), web pedagogical knowledge (WP), web content knowledge (WC), web pedagogical content knowledge (WPC). The EFA revealed satisfactory validity and reliability characteristics. Within subject comparison with post-hoc test showed TG>WC>WP>TC, WPC. The clinical nursing teachers had significantly lower confidence on WC and WPC than clinical physician teachers, healthcare-school teachers and other healthcare clinical teachers.