scholarly journals E-learning for psychiatrists

2009 ◽  
Vol 33 (3) ◽  
pp. 81-83 ◽  
Author(s):  
Elizabeth E. Hare

E-learning is an expanding field in which many psychiatrists are active through teaching, training and pursuing their continuing professional development. Much of the benefits of e-learning are due to the implementation of educational principles rather than the medium itself. the College has invested in its own e-learning website as a service for members. However, it should not entirely replace face-to-face lectures, tutoring and mentorship.

Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.


Most people think of online courses when they talk about e-learning, but aspects of social media can also be considered e-learning. In 2011 the Knowledge for Health Project (K4Health) began work with local partners to implement an e-learning and professional development policy for Medical Laboratory Scientists based on the needs identified by United States Agency for International Development (USAID)/Nigeria. Six e-learning courses were developed and promoted through several channels including social media. A Facebook Group was created to share information about accessing and navigating the courses and attracted 8,500 members in 18 months. As the Group grew, the topics discussed evolved to include trade union news, employment opportunities and technical resources. Another Facebook Group provided insights that Facebook Groups could be used to facilitate interactions focused on continuing professional development. The findings show that Facebook Groups accommodate an informal learning style, allowing individuals to learn through peer support in flexible ways. It has also shown that the use of Facebook Groups is associated with high levels of engagement with e-learning courses.


Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012133
Author(s):  
Laura E. Lavette ◽  
Alexandra Miller ◽  
Bobby Rook ◽  
Zachary London ◽  
Calli Cook ◽  
...  

ObjectiveTo determine whether NeuroBytes is a helpful e-Learning tool in neurology through usage, viewer type, estimated time and cost of development, and post-course survey responses.BackgroundA sustainable continuing professional development (CPD) system is vital in neurology due to the field’s expanding therapeutic options and vulnerable patient populations. In an effort to offer concise, evidence based updates to a wide range of neurology professionals, the AAN launched NeuroBytes in 2018. NeuroBytes are brief (<5 min) videos that provide high-yield updates to AAN members.MethodsNeuroBytes was beta tested from August–December 2018 and launched for pilot circulation from January–April 2019. Usage was assessed by quantifying course enrollment and completion rates; feasibility by cost and time required to design and release a module; appeal by user satisfaction; and impact by self-reported change in practice.ResultsA total of 5,130 NeuroBytes enrollments (1,026±551/month) occurred from January 11–May 28, 2019 with a median of 588 enrollments per module (interquartile range, 194-922) and 37% course completion. The majority of viewers were neurologists (54%), neurologists in training (26%), and students (8%). NeuroBytes took 59 hours to develop at an estimated $77.94/hour. Of the 1,895 users who completed the survey, 82% were “extremely” or “very likely” to recommend NeuroBytes to a colleague and 60% agreed that the depth of educational content was “just right.”ConclusionsNeuroBytes is a user-friendly, easily accessible CPD product that delivers concise updates to a broad range of neurology practitioners and trainees. Future efforts will explore models where NeuroBytes combines with other CPD programs to impact quality of training and clinical practice.


2021 ◽  
Vol 18 ◽  
Author(s):  
Shannon Macfarlane ◽  
James Pearce

The Advanced Paediatric Life Support, Australia Paediatric Life Support course is designed to improve outcomes for critically ill and injured paediatrics treated by healthcare professionals. It is comprised of pre-reading, online learning and a one-day face-to-face session that covers basic life support, airway management, cardiac rhythm recognition and defibrillation, intraosseous access and recognition of the seriously injured and ill child. This paper reviews the course and concludes that it should be considered as part of the continuing professional development requirements for paramedics.


2019 ◽  
Vol 10 (1) ◽  
pp. 58
Author(s):  
Antonia Arnaert ◽  
Hamza Ahmad ◽  
Norma Ponzoni ◽  
Catherine Oliver ◽  
Adriana Grugel-Park

Introduction and objective: A clinical nurse educators’ (CNE) work is primarily focused on ensuring that fellow registered nurses have the skills and training to improve their clinical practice and maintain their professional competence. In recent years, resource limitations and a growing emphasis on self-directed learning have increased the pressure on nurse-educators to integrate e-learning into their teaching methods. While research has evaluated the experiences of nurses on this topic, limited understanding is known of CNEs’ experiences. Purpose: This qualitative study explored the CNEs’ experiences in facilitating continuing professional development for their nurses and the integration of e-learning in a University Health Center in Quebec, Canada.Methods: The sample consisted of 7 CNEs, who had more than one to 15 years of experience in their current position. Their experiences with e-learning varied: it ranged from incorporating a video-clip in their presentations, to providing input into the learning management system they tested. Semi-structured interviews were thematically analyzed. Results: Despite participants varied levels of knowledge towards e-learning, all were convinced that this method could be used complementarily alongside hands-on training. Though they recognized the importance of human contact in teaching, they also understood the limitations of the traditional pedagogy; lacking the addition of interactive features. Despite some criticism, CNEs were able to identify opportunities where e-learning could be useful: during nursing orientation, tracking, evaluation and accreditation purposes, content refreshment, and to standardize protocols.Discussion and conclusions: More research is needed, and cooperative efforts are required from nurses and nurse-management to engage in the promotion of professional development.


Author(s):  
Chee Leong Lim ◽  
Nurhanim Hassan

In this chapter, the certified digital educator (CDE) programme is developed with the aim of providing the academics with an on-going training that will lead to the e-learning certification. Formulated as part of continuous professional development program for academics at Taylor's University, the CDE programme provides opportunities for the academics to equip themselves with related e-learning skills through the byte-sized training modules offered in addition to the existing blended learning and face-to-face session. Through CDE programme, all current e-learning-related training modules currently being offered to the academics have been re-categorized under four e-learning packages, which represent the four essential skill components required by the academics to effectively able to apply technology in their lessons. Upon completion of this program, the participants are awarded the certified digital educator certification that certify them as competent e-learning practitioners.


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