The present study examined the knowledge and utilization of ICT and its associated factors in CMHS, University of Gondar. The result of this study revealed that half of students had ICT knowledge, which is similar to the study conducted in Medical school of Ahmadu Bello University, Zaria, Nigeria
 and a bit lower than a study conducted in India (58%)
. Despite the introduction of IT into the curriculum of preparatory schools and in the universities, the level of computer literacy among CMHS students is very low. This perhaps may due to poor access to computer among the students or the inadequacy of the IT courses provided in the university
The study also showed utilization dissimilarities among students in urban and rural areas. This is similar to a study in Ghana where students in urban areas have more positive attitudes towards ICT use compared to students in rural areas
. The difference in utilization may be explained by the availability of ICT facilities (such as Internet connectivity, electricity, telephone etc.) in the urban areas as compared to the rural areas in most developing countries. In addition, people are more likely to respond positively to something or someone after increased exposure for example to ICT tools in this case.
Among CMHS students half of the respondents (49.5%) describe their IT training as poor and only 18% describe it as good, which is quite different from the study conducted on students ICT knowledge familiarity in a dental institution in India, where nearly half the subjects (48%) reported that the quality of IT training received was adequate
Hence, we recommend the college to review the ICT training run in the college and make necessary adjustments based on these findings. The majority of the students do not have their own computers, and only 47% of the students have access to computers in college. This figure is low and comparable to study carried out in Nigeria
. This might be due to financial constraints preventing the students from owning a computer. In addition, the low utilization of computers might be the inadequacy of computer labs and computers in the college where there are only two computer laboratory each with about 50 computers for all the students in the college. If students do not have access to ICT then many of the perceived advantages of using ICT for education will not translate into reality.
This study also has shown that only 46% of respondents could use a computer, which is similar to the study conducted in a Nigerian teaching hospital which showed that among first year clinical and nursing students only 43%
 could use computers. However it is lower when compared to studies carried out among medical students in Malaysia which showed 61% could use a computer
. As discussed earlier, access to computers, previous residency, knowledge about ICT and maternal education contribute to such low levels of utilization
The findings in this study have shown, only half of the students ever used electronic communication (e.g. E-mail or “chat rooms”). This finding corresponds to the study carried out in Coastal South India (51%)
 but is lower than the studies conducted in Nigeria (76.4%)
 and Hadramout University, Yemen (76.2%)
. The reason for this perhaps is the limited access to computers and cost of Internet services. The results of this study also revealed that half of the students used Internet to look up academic information, which is lower than the study conducted in Lahore, Pakistan 61.0%
. There may be a number of reasons for this difference in use of Internet. Problems such as lack of access to Internet, limited training in how to use the Internet, or absence of tasks set by the instructors that require use of online databases such as UpToDate may have all contributed.
Hence, emphasis should be placed on accommodating training in ICT as well as ICT-enabled teaching and learning. ICT should be taught as a subject, and integrated as a pedagogical tool for teaching and learning in other subject areas.