Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals

Abstract

Introduction : Major changes in health care, within an information-and technology-rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals-in both the National Health Service (NHS) and higher education (HE) contextsare consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this-supported online learning and its impact on role development. Methodology : A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e-literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. Results : The case study explores and discusses three dynamics-(i) The use of supported online learning tools by future health-care professionals throughout their professional training to ensure they have the appropriate e-literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multidisciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. Conclusions : The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development.

UK health-care professionals' experience of on-line learning techniques: A systematic review of qualitative data

“…[15][16][17][18][19][20][21][22][23][24][25][26][27] Three additional studies were identified from the references of the included papers 28-30 and 3 were located by citation searching of the included studies. [31][32][33] For full results, see the QUO-ROM flow chart~FIGURE 1!. The total number of studies included in this review therefore was 19~brief details are given in TABLE 1!.…”

Validating e-learning in continuing pharmacy education: user acceptance and knowledge change

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The Library’s role and challenges in implementing an elearning strategy: a case study from northern Australia

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