A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine

The in-depth purpose of this research expressed as a chapter is to show a specific and very current description of the existing pedagogical practices and the forms of distribution for blended or distance education, also called Blended Learning in e-learning platforms with a focus on lifelong learning. In such a way that, the concepts of distance education and training and mixed learning of the student in the same training are clarified. The chapter also outlines the most important challenges for future and current distance learners and provides suggestions for possible measures for states and governmental and non-governmental entities in charge of higher education and training to address these challenges. However, they also present examples based on experience and research of working methods and measures that work well for qualitative distance education. This part is followed by an international perspective, from a more visionary perspective, there are discussions of how to find ways and alternatives to organize higher education and how they could potentially offer new paths to higher education throughout the country. Finally, a series of conclusions and recommendations.

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Survey of national guidelines, education and training on phlebotomy in 28 European countries: an original report by the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) working group for the preanalytical phase (WG-PA)

Laboratornaya sluzhba ◽

10.17116/labs20154437-50 ◽

2015 ◽

Vol 4 (4) ◽

pp. 37

Author(s):

A. M. Simundik ◽

Cornes ◽

Grankvist ◽

Lippi ◽

Nybo ◽

...

Keyword(s):

Working Group ◽

Clinical Chemistry ◽

Education And Training ◽

Laboratory Medicine ◽

European Countries ◽

European Federation ◽

National Guidelines ◽

Preanalytical Phase ◽

Original Report ◽

And Training

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Universalized Workplace Education

Socio-Cultural Impacts of Workplace E-Learning ◽

10.4018/978-1-61520-835-7.ch003 ◽

2010 ◽

pp. 40-65

Author(s):

Karim A. Remtulla

Keyword(s):

Distance Education ◽

Adult Education ◽

Adult Learners ◽

Information And Communication Technologies ◽

Education And Training ◽

Workplace Education ◽

Knowledge Based ◽

Global Workforce ◽

E Learning ◽

And Training

This chapter looks at the socio-cultural implications of universalized education for workers. A universalized education for workers by workplace e-learning happens through hypermedia-centric, constructivist-based workplace e-learning that configures technologies, constructivism, and instructors, for a knowledge-based workplace. Workplace e-learning for workplace adult education and training has changed over the past decade with respect to the changes and complexities of the learning process. This is especially true given the growing prevalence of information and communication technologies (ICTs). Distance education in the tertiary sector is looked at to see what is revealed from workplace adult education and training encounters with workplace e-learning. This raises questions about workplace e-learning for a global workforce. Workplace e-learning epitomizes a constructivist practice in the workplace; heavily based on European and Western industrialized values; and, remains unconcerned with the culturally specialized adult learning needs and goals of a diverse, global, and multi-facetted, cohort of adult learners. Looking primarily at the constructivist turn in distance education, perspectives of epistemology, ontology, and pedagogy, are referenced that support this trend. The universalizing ramifications of this hypermedia- centred, constructivist trend in workplace e-learning for workplace adult education and training are concerning for a global and diverse cohort of adult learners, who will come to represent the workforce in the future. Technique is increasingly used as the omnibus answer for all learners’ needs and goals. ‘Technology’ increasingly replaces epistemology and ontology as the singular perspective for authentic learning. Some of the unseen, conformist, and persuasive effects of technology, constructivism, and instructors, are now problematized for a global workforce.

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Information technology. Individualized adaptability and accessibility in e-learning, education and training

10.3403/30141521u ◽

2015 ◽

Keyword(s):

Information Technology ◽

Education And Training ◽

E Learning ◽

And Training

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Flexible scope for ISO 15189 accreditation: a guidance prepared by the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) Working Group Accreditation and ISO/CEN standards (WG-A/ISO)

Clinical Chemistry and Laboratory Medicine (CCLM) ◽

10.1515/cclm-2015-0257 ◽

2015 ◽

Vol 53 (8) ◽

Cited By ~ 8

Author(s):

Marc H.M. Thelen ◽

Florent J.L.A. Vanstapel ◽

Christos Kroupis ◽

Ines Vukasovic ◽

Guilaime Boursier ◽

...

Keyword(s):

Working Group ◽

Clinical Chemistry ◽

Laboratory Medicine ◽

Position Paper ◽

European Federation ◽

Medical Field ◽

Iso 15189 ◽

Medical Laboratories ◽

Flexible Scope ◽

Scientific Disciplines

AbstractThe recent revision of ISO15189 has further strengthened its position as the standard for accreditation for medical laboratories. Both for laboratories and their customers it is important that the scope of such accreditation is clear. Therefore the European co-operation for accreditation (EA) demands that the national bodies responsible for accreditation describe the scope of every laboratory accreditation in a way that leaves no room for doubt about the range of competence of the particular laboratories. According to EA recommendations scopes may be fixed, mentioning every single test that is part of the accreditation, or flexible, mentioning all combinations of medical field, examination type and materials for which the laboratory is competent. Up to now national accreditation bodies perpetuate use of fixed scopes, partly by inertia, partly out of fear that a too flexible scope may lead to over-valuation of the competence of laboratories, most countries only use fixed scopes. The EA however promotes use of flexible scopes, since this allows for more readily innovation, which contributes to quality in laboratory medicine. In this position paper, the Working Group Accreditation and ISO/CEN Standards belonging to the Quality and Regulation Committee of the EFLM recommends using an approach that has led to successful introduction of the flexible scope for ISO15189 accreditation as intended in EA-4/17 in The Netherlands. The approach is risk-based, discipline and competence-based, and focuses on defining a uniform terminology transferable across the borders of scientific disciplines, laboratories and countries.

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Towards the use of ICT in the training of human resources working in the field of education and training

The Journal of Quality in Education - The improvement of Quality in Education ◽

10.37870/joqie.v6i7.30 ◽

2014 ◽

Vol 5 (5Bis) ◽

Author(s):

Mohamed Baidada

Keyword(s):

Human Resources ◽

Continuing Education ◽

Information Technologies ◽

Education And Training ◽

Teaching Staff ◽

New Information ◽

Human Resources Managers ◽

E Learning ◽

Training Courses ◽

And Training

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.

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eSurgery - Digital Transformation in Surgery, Surgical Edu-cation and Training: Survey Analysis of the Status Quo in Germany. (Preprint)

10.2196/preprints.30289 ◽

2021 ◽

Author(s):

Juliane Kröplin ◽

Tobias Huber ◽

Christian Geis ◽

Benedikt Braun ◽

Tobias Fritz

Keyword(s):

Big Data ◽

Patient Care ◽

Data Protection ◽

Surgical Education ◽

Education And Training ◽

Simulator Training ◽

Special Focus ◽

Teaching Content ◽

E Learning ◽

And Training

UNSTRUCTURED Objective In surgery electronic healthcare systems offer numerous options to improve patient care. Aim of this study was to analyse the current status of digitalisation and its influence in surgery, with a special focus on surgical education and training. Methods An individually created questionnaire was used to analyse the subjective assessment of the digitalisation processes in clinical surgery. The online questionnaire consisted of 16 questions regarding the importance and the corresponding implementation of the teaching contents: big data, health apps, messenger apps, telemedicine, data protection/IT security, ethics, simulator training, economics and e-learning were included. The participation link was sent to members of the German Society of Surgery via the e-mail distribution list. Results In total, 119 surgeons (response rate = 19.8 %) took part in the survey. 18.5 % of them were trainees (TR). 81.5 % had already completed specialist training (SP). 66.4 % confirm a positive influence of digitalisation on the quality of patient care. The presence of a surgical robot was confirmed by 47.9 % of the participants. 22.0 % (n=26) of the participants confirm the possibil-ity of using virtual simulators. According to 79.0 % of the participants, the integration of digital technologies in surgical education for basic and advanced stage surgeons should be aimed for. Data protection (1.7) and e-Learning (1.7) were rated as the most important teaching content. The greatest discrepancy between importance and implementation was seen in the teaching content of big data (mean: 2.2 to 3.8). Conclusion The results of the survey reveal the particular importance of digitalisation content for surgery, surgical education and training. At the same time, the results underline the desire for in-creased integration of digital competence teaching. The data also show an overall more pro-gressive and optimistic perception of TR. In order to meet the challenges of the digital trans-formation, the implementation of suitable curricula, including virtual simulation-based training and blended-learning teaching concepts should be emphasized.

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