Situations in which physicians engage in an active search for specific information at the point of the patient encounter when a new condition or a clinical question arises.
Published in Chapter:
Transforming Continuing Healthcare Education with E-Learning 2.0
Rajani S. Sadasivam (University of Massachusetts Medical School, USA), Katie M. Crenshaw (University of Alabama at Birmingham, USA), Michael J. Schoen (University of Alabama at Birmingham, USA), and Raju V. Datla (Massachusetts Medical Society, USA)
Copyright: © 2010
|Pages: 21
DOI: 10.4018/978-1-60566-788-1.ch019
Abstract
The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the delivery of static information online to a seamless, digital operation in which all users have the ability to access, create, and share knowledge in a multidimensional, instantaneous, collaborative, and interactive manner. This transformation will be disruptive, blurring existing boundaries between CE/CME professionals, content experts, and student learners, and modifying the traditional structured learning process to a more informal one. While the opportunities are unlimited, the transformation will present not only technology challenges but also social and educational challenges. Recent experiences with similar disruptive technologies show that a meaningful transformation can be achieved only if the application of technology is accompanied by strategic operational changes. This chapter offers a conceptual framework to guide CE/CME professionals interested in transforming their operations with new e-learning 2.0 technologies. Employing several usage scenarios, a new e-learning 2.0-based model of CE/CME operation is introduced. We also present several examples of approaches adopted by our academic group to address the various challenges discussed in this chapter.