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Designing effective eLearning for healthcare professionals
Abstract
Overview
eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs.
Aims and methodology
Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module.
Results
In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach.
Conclusions
Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena.
... Because of the emergence of technology, traditional learning methods such as teacher-centered learning using textbooks in the classroom have been replaced by an e-learning approach [14]. E-learning is a cost-effective method without geographical boundaries, available at any time and place to transfer knowledge and CPD [15]. Transferring new knowledge or skills through e-learning is effective [16][17][18]. ...
... Bone physiology and anatomy [10,31] Bone remodeling [17,10] Impacts of pregnancy and lactaƟon on bone [17] Describes normal and osteoporoƟc bone [28] Role of medicaƟons and nutrients in bone health [10,12,31] Osteoporosis classificaƟons [10,28,31] Epidemiology of osteoporosis [10,28,29] Primary and secondary osteoporosis [18] Common causes of osteoporosis [28] Pathophysiology of osteoporosis [12] Various forms of transient osteoporosis [17] Fracture prevenƟon [26,27,32] Osteoporosis prevenƟon [14,21] Highlights 'at risk' groups [12,23,32] Secondary fracture prevenƟon [33] DisƟnguish 'at risk' groups [27] DXA measurements [20,21,29] Diagnosis of osteoporosis from NICE, SIGN and NOGG [23,27,28,32] IdenƟficaƟon of vertebral fractures in Imaging Departments [28] Fragility fractures and common mechanisms of injury [28] OsteoporoƟc vertebral fractures [28] Fracture Risk factors [8,14] Vertebral compression fractures [19] Discusses the FRAX and QFracture risk assessment tools [23,27,32] Non-pharmacological treatments [10,27,29] Lifestyle and Physical AcƟvity RecommendaƟons [14,33,14] Consider the impact of exercise on BMD [17] Best pracƟce for management of osteoporosis [12] Osteoporosis treatments [10,27,29] Anabolic treatment aŌer radiaƟon therapy [12] PrescripƟon in Osteoporosis care [14,33,12] HT in relaƟon to osteoporosis therapies [15] Management of adherence, monitoring treatments [10,27,29] Monitoring paƟents with osteoporosis and osteopenia [23,32] Monitor paƟents at risk of fragility fractures [27] Follow-up and care coordinaƟon for the post-fracture paƟent [35] Pathophysiology of postmenopausal [25] ComplicaƟons of post menopause osteoporosis [25] PrevenƟng and treaƟng post menopause osteoporosis [25] Management of early menopausal bone loss (15) Tests your knowledge [23,32] Discuss case studies [18] Discuss scenarios [18] PracƟcal paƟent management and treatment (30) ...
... Bone physiology and anatomy [10,31] Bone remodeling [17,10] Impacts of pregnancy and lactaƟon on bone [17] Describes normal and osteoporoƟc bone [28] Role of medicaƟons and nutrients in bone health [10,12,31] Osteoporosis classificaƟons [10,28,31] Epidemiology of osteoporosis [10,28,29] Primary and secondary osteoporosis [18] Common causes of osteoporosis [28] Pathophysiology of osteoporosis [12] Various forms of transient osteoporosis [17] Fracture prevenƟon [26,27,32] Osteoporosis prevenƟon [14,21] Highlights 'at risk' groups [12,23,32] Secondary fracture prevenƟon [33] DisƟnguish 'at risk' groups [27] DXA measurements [20,21,29] Diagnosis of osteoporosis from NICE, SIGN and NOGG [23,27,28,32] IdenƟficaƟon of vertebral fractures in Imaging Departments [28] Fragility fractures and common mechanisms of injury [28] OsteoporoƟc vertebral fractures [28] Fracture Risk factors [8,14] Vertebral compression fractures [19] Discusses the FRAX and QFracture risk assessment tools [23,27,32] Non-pharmacological treatments [10,27,29] Lifestyle and Physical AcƟvity RecommendaƟons [14,33,14] Consider the impact of exercise on BMD [17] Best pracƟce for management of osteoporosis [12] Osteoporosis treatments [10,27,29] Anabolic treatment aŌer radiaƟon therapy [12] PrescripƟon in Osteoporosis care [14,33,12] HT in relaƟon to osteoporosis therapies [15] Management of adherence, monitoring treatments [10,27,29] Monitoring paƟents with osteoporosis and osteopenia [23,32] Monitor paƟents at risk of fragility fractures [27] Follow-up and care coordinaƟon for the post-fracture paƟent [35] Pathophysiology of postmenopausal [25] ComplicaƟons of post menopause osteoporosis [25] PrevenƟng and treaƟng post menopause osteoporosis [25] Management of early menopausal bone loss (15) Tests your knowledge [23,32] Discuss case studies [18] Discuss scenarios [18] PracƟcal paƟent management and treatment (30) ...
One of the key strategies for effective management of osteoporosis is training health care professionals on early diagnosis and treatment of osteoporosis according to a structured course. The aim was to investigate the e-learning courses on osteoporosis around the world in order to develop an online course on osteoporosis management for general practitioners (GPs).
In this review, the Web of Science, Scopus, PubMed, Embase, and ERIC databases and the Google search engine were searched until March, 2021.Then, the contents of the eligible courses were extracted by two researchers independently and verified. After that, the content for an online course for GPs was developed and approved by a panel of experts constituted of endocrinologists, orthopedists, and other specialties involved in the management of osteoporosis to develop the final online course for GPs.
In this review, 22 e-learning courses provided through 3 studies, and 19 websites were included. The content of the osteoporosis e-learning course was categorized into ten thematic categories including bone health, osteoporosis definitions and pathophysiology, prevention of osteoporosis, diagnosis of osteoporosis, fractures, non-pharmacological treatments, pharmacological treatments, treatment follow-up, postmenopausal considerations and hands-on work. The final modules for the osteoporosis e-learning contained five main categories, including bone measurement and fracture risk assessment, diagnosis of osteoporosis, clinical management, monitoring and follow-up, and sarcopenia.
Through a systematic approach, we developed modules for e-learning of osteoporosis management, which can be used to improve knowledge and skills of GPs in their practice in our setting.
... 44 There is a real need for stakeholders to improve the development opportunities for Radiographers in both formal HEI settings and in the workplace. 35,42,45,46 Credit based versus outcomes based models of CPD are evident as one of the main contestations in the literature; this is a fundamental aspect of the ways in which CPD operates almost on a global basis. At the time when the allied health professions (AHP's) (and later the Health and Care Professions Council) in the UK were systematising their approach to CPD, the two different models were subject to considerable scrutiny. ...
... There is mixed evidence but support for various 'spaces' is changing from the classroom or workplace to more e-based environments e such as eLearning. 35 There is a potential to reach remote professionals and to promote international collaboration. 60,61 E-Learning mitigates cost and geographical complications of CPD. ...
... 60,61 E-Learning mitigates cost and geographical complications of CPD. 35,60,61 Accessibility is improving with moves onto more mobile platforms. 50 Technology is however also related to a high attrition rate; it is thought that technical issues can compromise engagement. ...
Objectives
The aim of the study was to complete a collaborative review of Radiography continuing professional development (CPD) research material to support the production of European Federation of Radiographer Societies (EFRS) CPD recommendations. A meta-ethnography approach to literature review was applied focussing upon commonalities rather than discrepancies between research outcomes. This facilitated exploration of context across the geographical region of Europe with national variations in CPD governance. The seven phases of the meta-ethnographic approach were followed by two independent experienced researchers. A third researcher mediated the findings which were then explored collaboratively with the EFRS CPD working group for concordance.
Key Findings
Phase seven of the meta-ethnography involved interpreting an expression of the synthesis from the previous stages. Six main corroborating themes emerged in this process and following mediation were expressed as themes; knowledge, skills & competency, needs/gap analysis, multi-layered/multi-modal, barriers and drivers; regulation vs autonomy; fostering collaboration – harnessing technology.
Conclusion
The primary feature of CPD activity should be the resulting impact – to patients, the service, the profession and the individual; with all stakeholders working in partnership. CPD activity must be flexible/multi-modal to support the changing growth/dynamic workforce. All stakeholders should utilise communication and technology resources and make efforts to improve collaboration between the management, regulators and educators to support Radiographers to develop meaningful CPD. Health services across Europe are under increasing stress and a principal factor going forwards will be managing increasing demands on healthcare staff whilst supporting enhancement of the knowledge, skills and competency base.
... Consequently, [7]; [13] also noted that the inability for healthcare providers to effectively share and access health information leads to difficulties in providing consistent and coordinated patient care. They emphasized the need to investigate those factors necessary for use of E-learning to optimize E-health usage. ...
... Much as the utilization of E-learning for healthcare and medical education has not been fully exploited especially in developing countries, there is strong evidence for its effectiveness to improve E-health usage [13]. Hence, effort has to be made to design an appropriate framework that will guide its use so as to optimize E-health usage. ...
... Hence, effort has to be made to design an appropriate framework that will guide its use so as to optimize E-health usage. To embrace the factors as categorized by [7]; [11]; [13] this study utilized two theoretical frameworks of the Unified Theory of Acceptance and use of Technology (UTAUT) [14] and the Technological, Organizational and Environmental (TOE) [15]. From the UTAUT three constructs of; effort expectancy, performance expectancy, social influence whereas from TOE three constructs of Technological, Organizational and Environmental were used. ...
The objective of this study is to explicate the strategic utilization of E-learning to optimize E-health usage in low and middle income countries. Literature indicates that there is serious shortage of medical personnel and community healthcare workers worldwide. However, there is also scarcity of medical educators that could facilitate and provide quality training, mentorship and for the dissemination of medical information especially in low income countries. On the other hand, several E-health studies have indicated the significance of training, awareness campaigns and medical information accessibility in the use of E-health. This study therefore, suggests a framework that could be used to leverage E-learning for optimal E-health usage. By using a composite conceptual framework designed with the constructs from the theories of; the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology, Organization and Environment (TOE) this study designed a framework that could be used to inform the use of E-learning for E-health optimization. Results of the study indicated that; awareness, effort expectance and training are key elements for E-health usage. E-learning has been applied in many perspectives but its use for E-heath usage has been limited, hence this study will act as a source for future research dealing with the optimization of E-health usage.
... Learning management systems (LMS) consist of eLearning platforms [7]. It is a versatile and economic method of delivering education [7,8]. ...
... Learning management systems (LMS) consist of eLearning platforms [7]. It is a versatile and economic method of delivering education [7,8]. LMS enhances teaching and learning in higher education with the use of asynchronous and synchronous communication channels, provisioned online content, and interactive assessment tools [9]. ...
eLearning has been the medium of delivery of medical educational institutions to address the scarcity of medical professionals during the COVID-19 pandemic. In this study, the Unified Theory of Acceptance and Use of Technology (UTAUT2) was extended to determine the factors affecting the acceptance of eLearning platforms to medical education in the Philippines during the COVID-19 pandemic. A total of 360 medical students voluntary participated and answered an online questionnaire that consisted of 40 questions. Structural Equation Modeling (SEM) indicated that performance expectancy was found to have the highest effect on behavioral intention, which was followed by learning value and instructor characteristics. A high behavioral intention was found to affect the actual use of eLearning platforms. Interestingly, social influence and habit were found not to be significant to behavioral intentions. This study is the first study that has explored the acceptance of eLearning platforms among medical students in the Philippines during the COVID-19 pandemic. The findings can be a theoretical guideline of the Commission on Higher Education of the Philippines for eLearning platforms. Finally, the framework would be very valuable for enhancing the open innovation in eLearning platforms in medical fields worldwide.
... This consists of (a) convenience, (b) relevance, (c) individualization, (d) self-assessment, (e) interests, and (f) speculation. Additionally, Delf (2013) made use of the renowned ADDIE Model, which enumerates the five (5) phases, namely (a) analysis, (b) design, (c) development, (d) implementation, and (e) evaluation. ...
... Only the written and learned curricula have been evaluated in many programs (Glatthorn et al. 2015). This phenomenon also happens to be apparent in several CPD programs and literature (Balmer 2013;Barr and Low 2013;Brock et al. 2013;Chipchase et al. 2012;Chirico et al. 2014;Clark et al. 2015;Delf 2013;Donyai et al. 2013;Filipe et al. 2014;Gray and Rutledge 2014;Karim et al. 2013;Kemp and Baker 2013;Kvas and Seljak 2013). Despite these limitations, some studies and literature have adapted evaluation frameworks with a strong affinity towards learning outcomes. ...
Due to the changing needs and technological advancement in the twenty-first century, “technagogy” or the arts and science of teaching with technology has emerged as an underexplored opportunity in the continuing professional development (CPD). However, little is known on how to develop and evaluate a technagogy-enhanced CPD for health professionals. A mixed-methods study was utilized to generate well-grounded curriculum and evaluation frameworks that integrate technagogy and outcomes-based teaching and learning in CPD. The CPD evaluation of the implemented learning program revealed that a technagogy-enhanced CPD could lead to excellent and effective written, supported, taught, tested, and learned curriculum aspects. The designed frameworks can guide the theory, practice, research, and policy of CPD program development and evaluation.
... A literature review of Continuing Professional Development (CPD) in radiography in Europe, revealed there is support for changing from the classroom or workspace to more e-based learning. 3,4 Online learning for health professionals has the potential to reach remote professionals, promote international collaboration 5 and mitigates the costs and geographical complications of CPD. 4,5 The award of CCPM from BreastScreen Victoria requires the completion of academic and clinical training modules, with associated assignment work at the RTC; and locally supervised mammograms. ...
... 3,4 Online learning for health professionals has the potential to reach remote professionals, promote international collaboration 5 and mitigates the costs and geographical complications of CPD. 4,5 The award of CCPM from BreastScreen Victoria requires the completion of academic and clinical training modules, with associated assignment work at the RTC; and locally supervised mammograms. An independent consultancy completed a review of RTC (BSV mammography training centre), which assessed access to and delivery of training, how the course met expectations for radiography services and practitioners, and funding of training. ...
Introduction:
In Australia, the gold standard for post graduate education in mammography is the Certificate of Clinical Proficiency in Mammography (CCPM) awarded by the Australian Society of Medical Imaging and Radiation Therapy (ASMIRT). The award has two components -academic and clinical. This paper reports on the experiences of the first online offering of the academic component, MammographyOnline (MO), by BreastScreen Victoria, Australia. Online learning is well established in health professional education at all levels of learning, however evaluation is essential to ensure its effectiveness and inform future development.
Methods:
Consenting course participants completed module evaluations, and pre and post program evaluations. Course planners (n = 5) attended a 1-h focus group about the development process. Placement supervisors (n = 3) took part in a 30 min semi-structured telephone interview, identifying views of graduate performance. Survey data and rating scales were analysed descriptively. Qualitative data from surveys and interviews underwent content analysis.
Results:
Course participants found the content of MO to be beneficial but highlighted technical issues and suggested improvements for more interactive methods of delivery. Enablers to the program's development identified by course planners, included having experienced and knowledgeable staff on-board, appropriate project management processes, and management support. Challenges expressed by course planners included staffing for the duration of the project and the burden of time and finances, though all perceived they had produced a high quality, relevant and comprehensive online programme. Supervisors recognised that MO fulfilled the requirements of the academic component of the CCPM but did not supersede the need for the clinical component.
Conclusions:
Despite numerous challenges associated with its development, the overwhelming view of learners, developers and supervisors was that MO is a high quality academic program of learning, that provides the theory to support and prepare radiographers for their future clinical practice. Some refinement of content, assessment tasks and technical features are required.
... Although e-learning modalities are adaptable with many pedagogical approaches from selfdirected independent learning to collaborative learning, designing digital instruction requires substantial effort and experience in utilizing effective instructional design principles during any module development [7,8]. In other words, designing instruction for an e-learning module does not involve simply putting together a collection of instructional materials or PowerPoint presentations online. ...
... 7. The content presented in the module uses visuals such as graphs, pictures, and illustrations. 8. The module summarizes the information to be presented at the beginning of the module. ...
Objective: We evaluated the instructional design properties of interactive e-learning modules using a four-pronged approach. The elements assessed in this method included: 1) module objectives, 2) pedagogical strategies, 3) instructional design properties measured by the instructional design scale (IDS), and 4) level of interactivity.Methods: This descriptive study exemplifies the evaluation process of 18 previously developed e-learning Pediatric Nutrition Series (PNS) modules with the involvement of educators from six academic institutions. Using multiple tools, including Bloom’s taxonomy, IDS, and interactivity scale and templates, we examined and synthesized the four elements of the module properties as mentioned above. Data were analyzed using qualitative thematic and interpretive content analysis, descriptive statistics, and intraclass correlations.Results: All 18 PNS modules showed a consistent structure, including content with basic interactive components. Of 66 learning objectives, only three were vague/not measur-able. A majority of the objectives were grouped in three cognitive levels: knowledge, comprehension, and evaluation. Six distinct pedagogical strategies were most frequently used in the PNS modules to support content and convey the message in a multisen-sory mode. Average evaluation scores for the modules across six instructional design domains ranged between 1.75 and 1.94 for the overall scale on the 50-item IDS. The results suggested that all modules were considered to be between “very good” with a score of 1.5 and “excellent” with a score of 2. All modules demonstrated either second- (limited interaction) or third-level interactivity (moderate interaction). Conclusion: Instructional design is a critical component of any e-learning developments. Applying the science of learning and theory-driven instructional design, principles may dramatically increase instructional effectiveness, engaging learners in purposeful learning practices. The four-pronged approach can provide a valuable road map to determine the instructional design qualities and has the potential to be an evaluation model for other e-learning applications in any field of the study.
... [7][8][9] Thus, a combination of conventional teaching methods and DL may be an effective educational technique, particularly for undergraduates. [9][10][11] Moreover, it would be difficult to implement DL in the medical corridors for specific clinical skills and procedures. Therefore, to effectively deliver these skills using a DL approach, adding video materials to the virtual program could help tackle the challenges of DL's limitations as well as create a positive environment. ...
... 12 DL in the medical field has thrived because of the problems and difficulties that have choked traditional learning. Most previous studies [2][3][4][9][10][11][12] have measured DL's effectiveness, usage, and design. However, learning attitudes and perceptions are also essential factors in successful learning. ...
Introduction:
Literature in education and training supports the notion that distance learning (DL) is the most effective mode of learning for health care workers to improve the quality of patient care. However, implementing DL requires pre-assessing learners' perspectives and attitudes for providing better delivery, essential support, and facilities. This study aimed to identify the viewpoints and attitudes of dental graduates toward DL in medical education and their point views of the effectiveness and efficacy of DL tools.
Methods:
A structured, self-administered questionnaire was distributed to registered adult graduates working in government- or private hospitals in a permanent position or for a long term (3 months or more). Data were collected and analyzed.
Results:
Two-thirds (67.9%) of the participants had previously attended a DL course. The highest ranked items on the participants' views on DL were ease of access, ability to take the course from any location, and be taught from anywhere in the world. Their perception of DL was analyzed in relation to gender and previous exposure to DL.
Conclusion:
This investigation revealed a positive attitude among graduates on the effectiveness of DL. Most respondents appreciated DL's convenience in terms of time flexibility and online attendance. Residents' attitudes toward DL and DL characteristics are major factors to consider when instituting or planning for DL. Continuous medical education through DL will continue to generate considerable interest as an international movement.
... nce the required competency to practice in the community has been identified, the various knowledge and skills required to attain that competency will need to then be incorporated in the instructional design to develop that competency.(Mulder et al., 2010) Instructional design models in developing medical education programs have been recently used.(Delf, 2013). The ADDIE and the Gagne models have been used successfully in medical education.(Khadjooi et al., 2011; Lai and Liou, 2007; Siribaddana, 2010).The ADDIE model is based on a well-defined instructional design system, originallydeveloped by the US military. The original ADDIE system consisted of 5 phases: analysis, design, development, im ...
هدفت اًلدراسة اًلحالية اًلتعرف عًلى أًثر اًستخدام بًعض اًستراتيجيات اًلتعلم اًلإلكتروني فًي تًنمية مًهارات اًلتعلم اًلمنظمً
ذاتيا رًفع مًستوى اًلتميز اًلعلمي لًدى اًلطالبة اًلمعلمة اًلمقيدة بًالدبلوم اًلعام فًي اًلتربية بًكليتي اًلآداب وًالتربية لًلبناتً
بجامعة اًلملك خًالد ،ً وًتكونت عًينة اًلدراسة اًلأساسية مًن )ًً 40 (ً طًالبة مًن طًالبات اًلدبلوم اًلعام فًي اًلتربية بًكليتيً
الآداب وًالتربية لًلبنات –ً جًامعة اًلملك خًالد ،ً وًمنهجية اًلبحث شًملت اًلمنهج اًلوصفي )ً حًيث تًم اًلاطلاع عًلى اًلدراساتً
والأدبيات اًلتي تًناولت مًتغيرات اًلدراسة ،ً وًمن ثًم قًامت اًلباحثتان بًبناء مًقياسي اًلتعلم اًلمنظم ذًاتيا بًهدف قًياسً
استراتيجيات اًلتعلم اًلمنظم ذًاتيا –ً اًلتميز اًلعلمي بًهدف قًياس مًستوى اًلتميز اًلعلمي (ً ،ً وًالمنهج شًبه اًلتجريبي لًلكشفً
عن أًثر اًلتدريس وًفقا لًاستراتيجيات اًلتعلم اًلالكتروني فًي اًلمقررات اًلالكترونية اًلكاملة ،ً وًقد اًتبعت اًلباحثتان اًلتصميمً
التجريبي اًلمعروف بًاسم "ً تًصميم اًلمجموعة اًلواحدة ذًات اًلاختبار اًلقبلي –ً اًلبعدي "ًً One group pre-test post-test design ،ً وًتوصلت اًلنتائج إًلى مًا يًلي :ً
1- وجود فًرق دًال إًحصائيا عًند مًستوى دًلالة )ً 0.01 ( بًين مًتوسطي دًرجات أًفراد اًلعينة فًي اًلقياسين اًلقبلي وًً
البعدي عًلى مًقياس مًهارات اًلتنظيم اًلذاتي ،ً لًصالح اًلتطبيق اًلبعدي .ً
2- وجود فًرق دًال إًحصائياً عًند مًستوى دًلالة )ً 0.01 ( بًين مًتوسطي دًرجات أًفراد اًلعينة فًي اًلقياسين اًلقبلي وًً
البعدي عًلى مًقياس اًلتميز اًلعلمي ،ً لًصالح اًلتطبيق اًلبعدي .ً
... The online educational content provided for the medical and healthcare professions education is now used to effectively support the learning process (Fleiszer, Posel and Steacy, 2004). Materials provided on the internet are considered a source that has the potential for improving the new learning paradigms such as blended learning and continuing professional development (CPD) in medical education (Delf, 2013). Several e-platforms and e-libraries are providing high-quality learning content for the public (Caswell et al., 2008). ...
This article reports comparison results from studying the alignment of selected metadata models, used to manage E‑Learning Materials (ELM) in the medicine and healthcare education, against the accreditation standards of the European Accreditation Council for Continuing Medical Education (EACCME). The study aims to (1) illustrate the variety of application profiles developed as metadata models in that field, (2) identify the alignment of the metadata models with the criteria set by the EACCME. This study com¬pared several application profiles, developed based on established metadata standards, using an evaluation matrix created using the accreditation criteria set by the EACCME. Further technical criteria were added to compare between the metadata models and their alignment with the new techniques used for publishing data online. Such techniques aid in the searchabililty and discovery of online content via the internet. Therefore, the use of XML and RDF technologies combined with the use of ontologies and controlled vocabulary was emphasized in the implementation of many metadata models. One limitation faced during conducting this research was the poor documentation of the methodology for designing the metadata models. Despite this, it is apparent that the EACCME criteria can work as best practices guidelines for describing the content of digital libraries with medical and healthcare content in order to be accredited later on. The study showed that the medicine and healthcare educational content requires specialized metadata models that consider having specific properties such as clinical history and expiry time of its material shown in some of the application profiles. Further research should be conducted to evaluate the completeness and conformity of applying the application profiles in digital libraries and online repositories to the standards’ guidelines.
... When it comes to the corporate sector, spending on technology-aided training has been steadily increasing, with organizations in the United States spending, on average, $1,296 per employee on learning opportunities in 2017 (Ho, 2018). While many studies focus on measuring the effectiveness of eLearning for postsecondary and professional learners (Coppola & Myre, 2002;Delf, 2013;Gupta, Bostrom, & Huber, 2010;Santos et al., 2016;Sarwar et al., 2020;Sousa & González-Loureiro, 2017), with more to come post-COVID-19 pandemic, one may be hard pressed to find many studies focusing on the return on investment (ROI) of online learning programs to the fullest extent. While the potential cost-savings, time-savings, and improvement in employee affect are often explored, little to no research encompassing all aspects of the potential returns of eLearning exists. ...
Much research surrounding eLearning focuses on comparing the effectiveness of technology-mediated education to that of traditional teaching methods; however, few studies exist exploring the holistic return on investment (ROI) of online learning programs. While some research examines potential cost-and time-savings, among other major investments and returns, no research encompasses all aspects of an eLearning implementation. This review of the literature about eLearning in universities and the corporate sector identifies six key considerations for decision makers when determining how best to leverage eLearning. These include the financial ROI; the return on time investment; the affective ROI for all stakeholders involved; the effectiveness of programs; the potential for indirect returns, such as larger community improvement; and stakeholder weight factors. As evidenced by the literature, each of these factors individually can determine the success or failure of an eLearning integration plan. However, considering all elements can provide a more thorough representation of an eLearning implementation's risks and rewards. Through the synthesis of these major components as they are each outlined in the literature, this paper proposes a foundational model through which key decision makers in organizations can determine how eLearning adoption best fits in their institutions.
... This may indicate there is an educational need among healthcare professionals regarding YOD as well. Previous studies demonstrated that educational e-learning programs allow healthcare professionals to boost their knowledge (Delf, 2013). Therefore, elearning plays an important role in (inter)professional education on YOD (Casimiro et al., 2009;Menard and Varpio, 2014). ...
Caregivers of persons with young-onset dementia (YOD) have an explicit need for tailored information and support about YOD. Therefore, during the European RHAPSODY project a web-based information and support program for YOD caregivers was developed. The program was recently tailored to the Dutch context. This study evaluates the Dutch version on user acceptability, usability, user satisfaction, and user behavior.
Methods
A cross-sectional study was conducted to evaluate the publicly available Dutch RHAPSODY program. A pop-up survey, extensive survey, and a semi-structured interview were used to evaluate how visitors perceived the program in terms of acceptability, usability, and their satisfaction. Web metrics registered user behavior. Quantitative data were analyzed using descriptive statistics and a deductive content analysis was used to analyze qualitative data.
Results
A total of 26 participants completed the pop-up survey, 19 completed the extensive survey, and 10 participated in the semi-structured interviews. Most participants were caregivers and healthcare professionals. They perceived the program as acceptable and usable in daily life and were satisfied with the quality of the content. The majority would use the program again and recommend it to others. Participants emphasized the necessity and desirability of a central platform incorporating educational and practical information about YOD. The page with an explanation about what YOD entails was most viewed (360 unique page views). Most time was spent on the page about the diagnostic process (6.5 min).
Conclusions
The Dutch RHAPSODY program showed good user acceptability, usability, and user satisfaction. The program met the need for tailored information and support regarding YOD and adds value to existing available support for YOD caregivers. Raising awareness about the program's existence among healthcare professionals may help caregivers to find appropriate post-diagnostic information. The program also provides educational opportunities for healthcare professionals.
... 13 An alternative approach that overcomes such barriers is e-learning, which permits training using an electronic medium. 14 The flexible, asynchronous nature of e-learning allows remote access at any time, 15 overcoming scheduling issues within busy clinical departments. E-learning is currently employed within healthcare to deliver mandatory training and continued professional development, a requirement of professional practice specified by the Health Care and Professions Council (HCPC) and Society and College of Radiographers (SCoR). ...
Objectives
This study aimed to investigate the effectiveness of a novel e-learning intervention to increase knowledge, awareness and confidence surrounding pelvic radiotherapy late effects amongst therapeutic radiographers (RTTs), and to change staff perceptions of responsibility in providing such information to patients.
Methods
The e-learning intervention was developed using blended learning software (Articulate Global, New York). 23 therapeutic radiographers within a single UK radiotherapy institution received the e-learning. Semi-structured interviews and questionnaires were utilised pre- and post-intervention to obtain qualitative and quantitative results. Thematic analysis of coded interview responses identified recurring themes, whilst statistical analysis was conducted using a Wilcoxon signed-rank test. This first paper presents the qualitative results.
Results
Thematic analysis revealed increased knowledge and awareness of pelvic radiotherapy late effects amongst participants. Five key themes were identified: Knowledge/Confidence; Consent; Professional Responsibility; Gaps within Practice and Time/Space. Whilst several staff reported increased confidence in discussing late effects with patients, further training utilising “blended” pedagogical approaches may be required to achieve longstanding improvements. Following e-learning, participants demonstrated increased professional responsibility to deliver late effects information to patients.
Conclusion
The novel e-learning intervention increased staff knowledge, awareness and confidence surrounding pelvic radiotherapy late effects, whilst changing staff perceptions on professional responsibility in delivering such information.
Advances in knowledge
The e-learning has been disseminated to all hospitals within the region including a new “Radiotherapy Late Effects Clinic”, educating various healthcare professionals. Study recommendations have led to introduction of dedicated radiotherapy late effects modules on a novel MSc programme at a UK University.
... The online educational content provided for the medical and healthcare professions education is now used to effectively support the learning process (Fleiszer, Posel and Steacy, 2004). Materials provided on the internet are considered a source that has the potential for improving the new learning paradigms such as blended learning and continuing professional development (CPD) in medical education (Delf, 2013). Several e-platforms and e-libraries are providing high-quality learning content for the public (Caswell et al., 2008). ...
This article reports comparison results from studying the alignment of selected metadata models, used to manage E‑Learning Materials (ELM) in the medicine and healthcare education, against the accreditation standards of the European Accreditation Council for Continuing Medical Education (EACCME). The study aims to (1) illustrate the variety of application profiles developed as metadata models in that field, (2) identify the alignment of the metadata models with the criteria set by the EACCME. This study com¬pared several application profiles, developed based on established metadata standards, using an evaluation matrix created using the accreditation criteria set by the EACCME. Further technical criteria were added to compare between the metadata models and their alignment with the new techniques used for publishing data online. Such techniques aid in the searchabililty and discovery of online content via the internet. Therefore, the use of XML and RDF technologies combined with the use of ontologies and controlled vocabulary was emphasized in the implementation of many metadata models. One limitation faced during conducting this research was the poor documentation of the methodology for designing the metadata models. Despite this, it is apparent that the EACCME criteria can work as best practices guidelines for describing the content of digital libraries with medical and healthcare content in order to be accredited later on. The study showed that the medicine and healthcare educational content requires specialized metadata models that consider having specific properties such as clinical history and expiry time of its material shown in some of the application profiles. Further research should be conducted to evaluate the completeness and conformity of applying the application profiles in digital libraries and online repositories to the standards’ guidelines.
... The online educational content provided for the medical and healthcare professions education is now used to effectively support the learning process (Fleiszer, Posel and Steacy, 2004). Materials provided on the internet are considered a source that has the potential for improving the new learning paradigms such as blended learning and continuing professional development (CPD) in medical education (Delf, 2013). Several e-platforms and e-libraries are providing high-quality learning content for the public (Caswell et al., 2008). ...
Changing trends in educational technology are one of the driving forces behind many of the new educational strategies Higher Education Institutions are introducing. These changes are frequently justified with the “digital native” nature of the current generation of students who have been surrounded by digital technology from the moment they were born and are expected to also feel comfortable to use and adopt technological tools for their learning purposes. There have been many studies trying to assess the veracity of this assumption, but we still do not have enough data to confirm or deny this willingness and aptitude or even assess if students benefit from a technologically supported approach to learning. More studies are therefore necessary, in particular in subject areas that are not so connected to the technology, like humanities, economics, and social sciences, where students cannot be expected to be so proficient in the use of those tools and therefore their technology adoption process might be dependent of other variables. This article intends to contribute to this effort by presenting a study that uses the UTAUT model to assess which variables influence the use and adoption of educational technologies’ tools by Higher Education Marketing students. The result showed that, for these students, Social Influence (or Social Factors) was the most relevant variable to determine their Behavioural Intention.
... Negative beliefs of social and psychological nature play a significant role in resistance to adopt EMR [2]. The potential of eLearning for health professionals is widely researched and reported [3]. The EMR online educational course for health professionals develops arguments to tear down usual adoption barriers, and challenges every student to become a champion of change to transform his own work practices. ...
The Introductory Course to the Electronic Medical Records (EMR) is part of the Digital Health Strategy of the Ministry of Health's Universal Health Coverage (UHC). One of its principles is achieving interoperability between different electronic medical records systems. The healthcare workforce training in these subjects is essential. During 2018, six editions of the course were developed in the Moodle Virtual Health Platform with 850 approved participants. We analysed the previous experience to reformulate the learning materials and create new instances for pedagogical support.
... As mentioned in the turf context, there are new learning media and technical systems available for teaching and learning. These advances offer alternative solutions to accessibility issues, 64 and relevant learning opportunities beyond conventional means such as personal and mobile devices, 45 web platforms, 74 and digital media.65 Subtly, the foregoing CPD trends highlight two significant computing platform, namely: (a) desktop and (b) mobile. ...
Continuing professional development (CPD) has been an indispensable activity in ensuring quality health care and outcomes. Although a myriad of modalities is available, CPD continues to be ambiguous due to the divergent and convergent views on its design and implementation. This study explored the preferred CPD modes using the identified attributes in the lens of health professionals as lifelong learners. A discrete choice experiment was conducted using Sawtooth Software's application platform. Respondents (N=152) completed an online conjoint survey that had 10 choice tasks with 3 concepts and 1 none alternative. Conjoint analysis was performed to generate the relative importance, utility values, and latent class. Based on the country of practice and profession, group comparisons were done to determine statistical differences. CPD preference is determined by the importance of turf (31%), theme (24%), time (16%), tech (15%), and teach (14%). The highest utility values per attribute are mixed environment (M = 50.12; SD = 54.72), exploratory teaching (M = 29.74; SD = 30.64), multiprofessional learning (M = 28.18.; SD = 47.59), short duration (M = 20.65; SD = 44.37), and desktop technology (M = 4.70; SD = 47.35). The country of practice yields no significant differences in relative importance and part-worths. However, the profession itself shows small significant effect on the theme (F = 3.70; p = 0.05) and produces small to moderate effects on multiprofessionalism (F = 11.92; p = 0.14), interprofessionalism (F = 3.40; p = 0.04), real (F = 7.23; p = 0.09), and virtual (F = 9.92; p = 0.12) environments. Lastly, the segmentation analysis revealed 2 latent classes of CPD preference among health professionals. This study was successful in uncovering the two main preferred CPD modes, namely: “CPD On-Board†or “CPD On-handâ€, which is highly contingent on the educational technology. Those involved in the design, implementation, and evaluation of CPD should consider this classification in the curriculum development process. Designers are advised to focus on creating shorter CPD programs in a mixed learning environment that promotes multi- and inter- professional learning facilitated by exploratory teaching methods.
... The findings of their survey showed that 95% of subjects used online courses, and 80% used them as support for their face-to-face classes. Other research indicated the significance of the role of e-learning in knowledge retention, the understanding of particular health issues, continuous education, and the educating of future healthcare professionals [17][18][19][20]. Recent trends illustrate that e-learning courses also play important roles in inter-professional education and collaboration [21,22]. ...
Background:
Present demographic trends show a considerable rise in elderly populations with aging disorders, such as dementia. The current article focused on the exploitation of e-learning as an informal support for caregivers of people with dementia and considered its benefits and limitations to provide proper and relevant care for this target group of people as well as maintain the quality of life of their caregivers.
Methods:
The methodology of this study is based on a literature review of accessible peer-review articles from three recognized databases: Web of Science, Scopus, and PubMed. The findings of the selected studies were compared and evaluated.
Results:
The findings showed that e-learning educational programs/courses helped caregivers feel more confident about dementia care, reduced their perceived stress and enhanced their feelings of empathy, understanding and concern.
Conclusions:
The findings of this study reveal that the exploitation of e-learning as a support tool, especially for informal caregivers, in the management of dementia may be a promising method, but its implementation requires professional training of informal caregivers in the use of this technology. More evidence-based studies are needed on this topic.
... The research studies emphasize the importance of eLearning for the dissemination of knowledge, understanding particular health issues, continuous education, and training of busy healthcare professionals who wish to access educational programs to maintain or extend their knowledge in response to service needs [10][11][12]. Most recent trends indicate that eLearning courses also play an important role in inter-professional education and collaboration [13]. ...
The purpose of this review article is to explore the exploitation of eLearning as caregivers’ support for patients with dementia in order to help deliver better care for this target group of people, as well as maintain quality of life of their caregivers. The methods include a method of literature search of available sources describing this issue in the world’s databases Web of Science, Scopus, and PubMed, and a method of comparison and evaluation of the findings in the selected studies on the research topic. The findings indicate that the eLearning programs can have a significant impact on the improvement of depressive symptoms of caregivers looking after the patients with dementia. However, more evidence-based studies are needed on this topic.
... One exemplification in this regard is given by the use of the e-Learning approach. This is an approach that already proved its utility and importance in different educational fields as medicine, engineering and others (Delf, 2013;Pintz and Posey, 2013;Granpeesheh et al., 2010;Tauceana & Tamasilaa 2014;Bradac & Walek, 2017). ...
The present paper describes the main components and the most important issues concerning the e-Learning system called EnvYJobs. This tool was developed across the implementation of the Erasmus+ project entitled Environmental learning innovation for more knowledge and better jobs. One of the main objectives of the project is to enhance students' knowledge in environmental engineering and to make their skills and competencies more attractive for the labor market. The e-Learning system supports both the students and tutors/teachers communicate with each other in order to allow students the access new and interesting knowledge on various environmental issues. In this way, it becomes possible the mutual learning in the field of environmental engineering between important and experimented actors in European higher education system by using the exchange of good practice and implementing innovative tools and instruments.
... [14,20,26] Furthermore, the research studies emphasize the importance of eLearning for the dissemination of knowledge, [14-15, 18, 23] understanding particular health issues, [13,29] continuous education, [14] and training of busy healthcare professionals who wish to access educational programs to maintain or extend their knowledge in response to service needs. [23,30]. ...
Nowadays, information and communication technologies (ICT) influence all spheres of human life, including learning. Thanks to ICT, traditional learning approaches such as teacher-centred learning, mass instruction, once pace to all, using only textbooks and learning in classrooms, have radically changed. Students’ learning started to be supported electronically in the form of eLearning. The aim of this article is to explore the use of eLearning in medical education and healthcare practice and discuss its advantages and disadvantages to help deliver better care for patients and populations. The methods include a method of literature search of available sources describing this issue in the world’s acknowledged databases Web of Science, Scopus, ScienceDirect, and MEDLINE, and a method of comparison and evaluation of the findings in the selected studies on the research topic. The findings of this review study indicate that eLearning is an important tool for medical education and healthcare practice in terms of the dissemination of knowledge, understanding particular health issues, continuous education, and training of busy healthcare professionals.
... Using a virtual learning environment so called Learning Management System (LMS), a lecturer could provide a learning material that can be accessed anytime and anywhere by a student using internet connections [1], [2]. Therefore, there is an extensive technique when using LMS in order to enrich the learning material and make it available to students [3], [4]. ...
Currently, lecturers have been offered various LMS's. The Learning Management System (LMS) could provide high quality, rich and complete materials in Higher Education Institution (HEI) that use LMS as part of academic activities. In those activities, lecturers are the key persons responsible for enriching learning materials. Therefore, it was a common sense if lecturers need to be supported for enriching learning materials in any condition, whether it is online or offline. There are several options for a lecturer when he needs to use a LMS: use the LMS directly (access to the LMS server) or by implemented on a local machine as a local server. The use of LMS as a server application to give services for a virtual classroom brings many issues like installation, configuration, learning materials authoring, LMS operation, etc. In this particular case, we focus on the Indonesian educational environment, where a highly motivated lecturer is eager to use LMS to deliver lectures but restricted to use a limited bandwidth. Therefore, tools that can be used online as well as offline and are able to share the contents over diverse LMS are needed. The present paper discusses a supportive tool to support offline authoring, and delivery methodology development in existing LMS or even HEI with no LMS installed, considering all the issues related to LMS and the limited bandwidth environment where it will be used. As a result, we developed a Lecture Based Supportive Tool (LBST) as an approach to enable a lecturer to create learning materials in offline conditions and/or limited bandwidth, and then upload it on a remote LMS as an activity to share and enrich learning materials.
... Instructional design models in developing medical education programs have been recently used [13]. The ADDIE and the Gagne models have been used successfully in medical education [14][15][16]. ...
... The ADDIE model (Analysis, Design, Development, Implementation and Evaluation) is a framework training e-learning developers may also use. The model which is a recognized and proven instructional design methodology (Delf, 2013) describes guidelines useful to build effective training and performance support tools (Morrison et al, 2010). The guide to e-learning methodologies published by the Food and Agriculture Organization of the United Nations (Ghirardini, 2011) also recommends the ADDIE model as a suitable methodology to develop e-learning materials (figure 2). ...
Creating a virtual learning environment may be useful to acquire knowledge in some circumstances. A Learning Management System is essential to manage a virtual learning environment. There are numerous steps of creating an e-learning curriculum. In the described three-year international project the goal was to develop an e-learning system with the following logical development scale: (1) Specification of the needs of the target group; (2) Development of the on-line toolkit; (3) Development of the training material; (4) Training of the e-tutors; (5) Development of the methodology to test the training material; (6) Pilot testing on the target group; (7) Accreditation of the modules; (8) Dissemination and promotion activities. This paper contains a brief description of the above mentioned development process which resulted in an e-learning material that can be used to prepare agrarian specialists to prepare for today’s modern world and to be a successful member of the information society.
... Formal instructional settings, such as nursing, pharmacy, and physician assistant professions, have reportedly been using RLOs with targeted learners due to shifts in discipline-wide curriculum practices that limit the time and exposure given to some topics (Lymn et al., 2008;Windle et al., 2011). It has been noted that "eLearning makes sense" in that it provides an opportunity to better target learners beyond normal constraints and is accessible any time and any place (Delf, 2013). Lymn et al. (2008) It is evident that professional education sectors have been successfully developing and implementing RLOs as a part of formal instruction and yielding positive results (Lymn et al., 2008;Windle et al., 2011). ...
Background. There is an increased need for dynamic, mobile, and relevant parent and caregiver education
related to autism spectrum disorders (ASD) and Sensory Processing (SP). This need may be due to the
increased incidence of the conditions’ co-morbidity and the revision of the diagnostic criteria of ASD.
Reusable learning objects (RLOs) have been implemented as instructional tools as a part of, or adjunct to,
formal health care education programs. However, there is a lack of knowledge regarding the appropriateness of
RLOs as a part of routine patient and caregiver instruction of children with ASD.
Method. A semi-structured interview/rating scale was implemented among three practicing occupational
therapists to ascertain their opinions regarding six prototype RLOs related to sensory processing for
caregivers of children with ASD.
Results. The participants’ perspectives revealed that the SP-based prototype RLOs were a viable and valuable
option to be included as a resource for parents and caregivers of children with ASD.
Conclusion. The findings of this study suggest that RLOs related to SP were valuable, especially related to
their subject matter, accessibility, and reusability. Furthermore, the participants indirectly identified the
strengths related to the foundational concepts of RLOs and how they could be applied to other therapeutic
and behavioral topics for parents and caregivers of children with ASD.
... Of interest is that nursing, pharmacy, and physician assistant programs in the United Kingdom have been using RLOs in response to shifts in discipline-wide curriculum practices that limit the time and exposure given to some topics (Lymn et al., 2008;Windle et al., 2011). It has been noted that "eLearning makes sense" in that it provides an opportunity to target students more effectively beyond normal constraints, is accessible at any time and in any place, and is easily accommodated alongside full-time coursework as well as clinical training (Delf, 2013). Currently, there is a paucity of information regarding the use of RLOs in OT entry-level education as mechanisms to enhance face-to-face instruction or hybrid instruction in the United States. ...
Out of early research, Cisco Systems (1999) have built an impressive foundation that advocates for reusable learning objects (RLOs). As the need for online methods for delivering both formal and informal educational content has increased, the prospect of greater influence through carefully constructed RLOs has grown. RLOs are any digital resource that can be used and reused to enhance online learning. RLOs typically are small, discrete, self-contained digital objects that may be sequenced, combined, and used within a variety of instructional activities. RLOs have been implemented in nursing, pharmacy, and physician assistant programs. However, there is a lack of literature regarding RLOs in occupational therapy education. An attitudinal survey was administered to occupational therapy students after they had used an RLO focused on goal writing. Student preferences toward RLO content, instructional design, and eLearning were generally positive. Nearly three-quarters of the students who responded to the survey indicated that the RLO presented was beneficial. All respondents noted that they would use the RLO for future occupational therapy courses. It is argued that incorporating RLOs offers a cost-effective, efficient learning tool, and also adds credibility to the given curriculum program as being innovative with instructing occupational-therapy related concepts.
Introduction:
Severe brain injuries can leave people in prolonged disorder of consciousness resulting in multifaceted medical, nursing, and rehabilitative needs that can be challenging for even the most experienced multidisciplinary team. The complexities of care, communication with families, and best interest decision-making about medical interventions means there is a need for ongoing training in clinical, social, ethical, and legal aspects.
Methods:
Using a combination of group discussions, interviews, and questionnaires with learners, this article reports an evaluation of designing and delivering an interprofessional, online work-based course to health care professionals caring for prolonged disorder of consciousness patients.
Results:
There were challenges for staff uptake because of COVID-19, but engaging with it increased knowledge in defining and diagnosing patients' conditions, understanding multidisciplinary team roles, communicating with families, and navigating legal and ethical issues. Course participation also enhanced critical and reflective thinking skills, provided a sense of connection to other professionals, and generated plans to improve service provision.
Discussion:
Online learning that enables health care professionals to engage at their own pace and also come together as an interprofessional community can provide invaluable continuing professional development and help to enhance joined up, holistic patient care. However, achieving this requires significant investment in creating research-led, multimedia, learning materials, and courses that include synchronous and asynchronous delivery to combine flexible study with the opportunity for peer networks to form. It also depends on a commitment from organizations to support staff online continuing professional development.
We studied if clinicians could gain sufficient working knowledge of a computer-assisted diagnostic decision support system (DDSS) (SimulConsult), to make differential diagnoses (DDx) of genetic disorders. We hypothesized that virtual training could be convenient, asynchronous, and effective in teaching clinicians how to use a DDSS. We determined the efficacy of virtual, asynchronous teaching for clinicians to gain working knowledge to make computer-assisted DDx. Our study consisted of three surveys (Baseline, Training, and After Use) and a series of case problems sent to clinicians at Vanderbilt University Medical Center. All participants were able to generate computer-assisted DDx that achieved passing scores of the case problems. Between 75% and 92% agreed/completely agreed the DDSS was useful to their work and for clinical decision support and was easy to use. Participants' use of the DDSS resulted in statistically significant time savings in key tasks and in total time spent on clinical tasks. Our results indicate that virtual, asynchronous teaching can be an effective format to gain a working knowledge of a DDSS, and its clinical use could result in significant time savings across multiple tasks as well as facilitate synergistic interaction between clinicians and lab specialists. This approach is especially pertinent and offers value amid the COVID-19 pandemic.
Background:
E-learning can provide nurses with the opportunity to undertake lifelong learning and continuing professional development (CPD) in a flexible, practical and engaging manner. However, much of the research focuses on pre-registration nursing students' experiences of e-learning, despite nursing students not always experiencing the same clinical demands as registered nurses.
Aim:
To explore the concept of e-learning and nurses' perception of its value for engaging with lifelong learning and CPD, as well as to determine attitudes towards e-learning, what influencing factors exist and how they affect the perceived value of e-learning.
Method:
This study used a mixed-methods sequential explanatory design, in which there were two phases of data collection and analysis. In the first phase, 39 children's nurses completed questionnaires about e-learning and its flexibility, accessibility, value and contribution to CPD. Their responses were analysed and used to inform questions for the second phase, which involved semi-structured interviews exploring the findings and emerging themes from the completed questionnaires. Of the 39 questionnaire respondents, 12 agreed to participate in the interviews.
Findings:
More than half of the questionnaire respondents ( n =22/39) agreed or strongly agreed that e-learning aids their CPD, while 29 respondents valued e-learning that is specific to their practice area. Three main factors were identified that may influence the effect of e-learning on nurses' CPD: motivation to engage with CPD and e-learning; the perceived value of e-learning as a method for CPD; and challenges to effective engagement with e-learning.
Conclusion:
Engagement with e-learning is influenced by the content of its modules and, while mandatory training is often provided through e-learning, this should not be its sole purpose. Nurses should take the opportunity to develop and engage with e-learning that is specific to their area of practice, which may increase its value.
This article describes the experiences of undergraduate healthcare students taking a module adopting a ‘flipped classroom’ approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.
Objectives
To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching.
Methods
This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected.
Results
A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method.
Conclusions
Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.
The present paper aims to review the value of Action Research (AR) in the evolution of sustainable mHealth. On the one hand, mHealth is a medically and economically massively expanding domain. On the other hand, the mHealth development suffers from a serious lack of sustainability, which has become particularly evident through the concept of “pilotitis.” The proposed methodological remedy shows a high congruence to the principle of AR. A quantitative and qualitative literature research is performed. Each result from the qualitative literature research is analyzed with regard to aim, main focuses of AR methodology, study results and AR contribution to mHealth development. The principles of AR with regard to mHealth development are described, showing a strong connection between corresponding methodology and effects in health care. We analyze the quantitative contribution of AR to health care in general and show the typical phases of AR healthcare implementation. Furthermore, a quantitative literature research reveals that AR contributes to 6 % of mHealth publications. Our qualitative literature research discovers 27 studies dealing with AR contributions (54 % direct, 46 % methodological) to mHealth. Main subjects of the direct contributions are Health Information Systems (38 %), Surgery (23 %), Conservative/internal medicine (15 %), Self-help (15 %) and Medical Education (8 %). In summary, our review shows that AR contributes qualitatively and quantitatively to the mHealth development and that AR has a special potential to generate sustainable mHealth solutions.
Graphical Abstract
This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth.
The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future. The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). At the same time, due to fast advances in technology and structural changes to European labour markets that are related to demographic change, globalisation and immigration, generic and transversal skills become more important, which support citizens in becoming lifelong learners who flexibly respond to change, are able to pro-actively develop their competences and thrive in collaborative learning and working environments.
Many of the changes depicted have been foreseen for some time but they now come together in such a way that is becomes urgent and pressing for policymakers to consider them and to propose and implement a fundamental shift in the learning paradigm for the 21st century digital world and economy. To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.
PurposeHaving access to a library of radiological images in the university setting is important for teaching and learning in diagnostic radiography. Modern modalities such as PETCT create data volumes rather than single static 2D images. A PACS repository of images alone does not constitute a teaching library without some text based searchable index. A review of several options for acquiring a digital teaching library (DTL) of such indexed DICOM data is presented.DiscussionThe data protection principles, current guidance and potential methods for migrating and cleansing large quantities of DICOM data from a clinical PACS prior to transfer to a university setting is discussed. The chosen method is described and the important enabling technology identified. Various methods of index construction are outlined and a method of migrating and cleansing HL7 data from a clinical RIS described.ResultsThree terabytes of de-normalised DICOM image files were cleansed of patient, staff and geographic identifiers, within the header tags and pixel data. These files were then migrated to an educational PACS hosted at a university. A searchable index database was created based on 90,200 reports and associated data, and 886,263 DICOM headers to enable meaningful results to be found from the 51,304 unique patient specific cases.ConclusionA large DTL in the university setting using PACS technology is becoming a valuable resource for teaching, learning and assessment.
The problem of dropout rates in eLearning programmes has been argued over at length without any consistent conclusions about the degree of the problem, or a clear understanding of what factors contribute to learners dropping out, withdrawing or not completing eLearning courses. In examining the factors that affect attrition among distance online learners this paper focuses on the distinctive characteristics of mature adult learners undertaking part-time education by distance eLearning course for the first time. The available research suggests that attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control. This paper argues that first time eLearners often experience cognitive overload, (as described in Cognitive Load Theory), in the early stages of an online course and it is suggested that this is a likely contributor to high drop out rates, particularly in terms of those withdrawing within the first few weeks of the course start
Introduction and purposeDespite the United Kingdom College of Radiographers aspiration that first line reporting or commenting by radiographers be normal practice, radiographers have not as yet embraced these opportunities in clinical practice and the number of radiographer commenting (initial reporting) schemes in operation is currently limited. This study explores radiographer opinion with regard to commenting with the aim of establishing the perceived opportunities and barriers to operating a commenting scheme with respect to trauma radiography.
The technologically enabled lifelong learning opportunities have been changing the circumstances of people's lives, breaking down some limitations in the understanding and implementation of lifelong learning. Flexible working patterns, home access to study resources, online community sociocultural developments in social software, increased communicative abilities enabled by advanced mobile communications have affected the ways of living. The experience of the wider community of practitioners using information and communication technology (ICT) to support lifelong learning, including the Joint Information Systems Committee (JISC) have produced interesting insights into the ways in which distributed e-learning systems and tools can be applied for virtual communities. The ways in which technological developments contribute to increased successful learning outcomes and international further education (FE) are explored.
The user interface is, of course, a crucial part of a user's experience with any piece of software. E-learning interface design is especially critical, as the learning effectiveness and interface design are substantially intertwined. I suggest in this paper that the design of an interface for an e-learning program should be determined by how people learn and the tasks they need to perform in the program. This is in contrast to other approaches which view the interface design process as separate from the learning design. In this paper I describe an approach to e-learning interface design that focuses on the goals, audience, and learning, and explore examples that demonstrate the success of this approach.
The requirements placed on learning technologies to support lifelong learning differ considerably from those placed on technologies to support particular fragments of a learning lifetime. The time scales involved in lifelong learning, together with its multi-institutional and episodic nature are not reflected in today’s mainstream learning technologies and their associated architectures. The article presents an integrated model and architecture to serve as the basis for the realisation of networked learning technologies serving the specific needs and characteristics of lifelong learners. The integrative model is called a ‘Learning Network’ (LN) and its requirements and architecture are explored, together with the ways in which its application can help in reducing barriers to lifelong learning.
Despite the proliferation of online education, concerns remain about the quality of online programmes. Quality assurance (QA) has become a prominent issue, not only for educational institutions and accreditors, but also for students and employers alike. This paper describes some of the rather unique QA processes used at Universitas 21 Global (U21G), one of the new breed of online academic institutions, and its relation to U21pedagogica, the independent agency that approves U21G’s programmes. These distinctive QA processes relate to five main areas, namely, content authoring, courseware development, adjunct faculty recruitment, pedagogy and delivery. The authors believe that these QA processes have contributed significantly to student satisfaction and student retention at U21G. Furthermore, these QA processes can also be adapted to suit more traditional ‘brick-and-mortar’ universities offering online programmes.
Advanced radiographic practice has been the focus of much discussion and debate over the last decade, not only in the United Kingdom where advanced practitioner roles are now recognised within the national career framework, but also internationally. Yet, despite almost simultaneous professional movement towards advanced radiographic practice philosophy and ideals in many countries, international collaboration on this development has been minimal. This paper marks a growing international dialogue in this field. It discusses the theoretical concepts of advanced radiographic practice and the development of advanced practitioner roles, incorporating evidence and ideas from differing international perspectives and debates progress towards a potential unified global advanced practice identity.
Recent initiatives to modernise the National Health Service describe how improving pay structures and staff working lives can be achieved in the form of advanced practitioner and consultant posts. Role development in Radiography represents a fundamental change to professional practice of radiographers and is subject to the provisions of the statutory and professional codes of conduct which govern such practice. In Diagnostic Radiography the response to Government initiatives has led to a change in practice so that radiographers in these new posts provide reports for a variety of imaging modalities. At the same time as there have been changes in the practice of Radiography, the discipline of evidence-based medicine has emerged. Changes in clinical practice should be underpinned by evidence from research. The purpose of this paper is to discuss the methodological approaches used to conduct research that evaluates one of the most salient areas of development in Radiography practice, that is the role of radiographers as advanced or consultant practitioners when interpreting plain radiographs. We begin by discussing what an evaluation is and two broad approaches for conducting health services research, and then appraise the evidence about radiographer reporting in the context of these methods of evaluation. We then suggest future considerations about the methodological approaches to evaluating radiographer reporting practice and identify where there are evidence gaps and the need for further research to inform evidence-based Radiography.
Gilbert, Jennifer., Morton, Susan., Rowley, Jennifer. e-Learning: The student experience. British Journal of Educational Technology, 2007, vol. 38, no. 4, pages 560-573. Published by and copyright Wiley-Blackwell Publishing. The definitive version of this article is available from http://www.blackwell-synergy.com/ The paper draws on in-depth qualitative. comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on satisfaction and dissatisfaction identified the criteria that student used in evaluation, while specific questions of aspects of the module generated some insights into the student learning process. The criteria used by students when expressing satisfaction are: synergy between theory and practice; specific subject themes; discussion forums and other student interaction; and, other learning support. The themes that are associated with dissatisfaction include: robustness and usability of platform; access to resources (such as articles and books); currency of study materials; and, student work scheduling. Aspects of the student learning experience that should inform the development of e-learning include: each student engages differently; printing means that students use the integrated learning environment as a menu; discussion threads and interaction are appreciated, but students are unsure in making contributions; and, expectations about the tutor's role in e-learning are unformed.
The objective was to review the effect of Internet-based continuing medical education (CME) interventions on physician performance and health care outcomes.
Data sources included searches of MEDLINE (1966 to January 2004), CINAHL (1982 to December 2003), ACP Journal Club (1991 to July/August 2003), and the Cochrane Database of Systematic Reviews (third quarter, 2003). Studies were included in the analyses if they were randomized controlled trials of Internet-based education in which participants were practicing health care professionals or health professionals in training. CME interventions were categorized according to the nature of the intervention, sample size, and other information about educational content and format.
Sixteen studies met the eligibility criteria. Six studies generated positive changes in participant knowledge over traditional formats; only three studies showed a positive change in practices. The remainder of the studies showed no difference in knowledge levels between Internet-based interventions and traditional formats for CME.
The results demonstrate that Internet-based CME programs are just as effective in imparting knowledge as traditional formats of CME. Little is known as to whether these positive changes in knowledge are translated into changes in practice. Subjective reports of change in physician behavior should be confirmed through chart review or other objective measures. Additional studies need to be performed to assess how long these new learned behaviors could be sustained. eLearning will continue to evolve as new innovations and more interactive modes are incorporated into learning.
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