EJEL Volume 5 Issue 4
February 2008

Special Issue: e-Learning in Health Care
Editorial

E-learning is viewed as one way to support the development of healthcare professionals, offering flexible access to materials which enable practitioners to meet life-long learning agendas. As a consequence a number of health professionals and health care institutions are looking to technology to provide necessary education, training materials and opportunities for personal and professional development and growth. The growing impetus to develop and embrace e-learning in health care led to the convening of a mini-track at the 6th European Conference on E-Learning (ECEL) held in Denmark in 2007 and to invitations to support this Special Edition of the journal.

The papers present current international developments in the sector and capture the range of engagement in e-learning from the instructivist provision of information through to engaging students in constructivist learning online. A range of health care professions is also represented in the discussions, as are differing education levels, from undergraduate to post graduate students and practitioners. Mohammed, Waddington and Donnan describe the use of an Internet broadband link to stream a ‘real time’ workshop to physiotherapists, whilst Burgess presents the use of e-learning in a Nurse Prescribing Programme as part of a blended learning approach. Learner engagement through interactive online packages is described by Gilchrist and Lockyer et al. The paper by Lockyer et al additionally explores issues of transferring e-learning into practice and the potential effects on patient care, a much under-researched area. Pulman presents the benefits and limitations of project Virtual Europe, case scenarios that encourage learners to construct their learning through evaluating different approaches to health care across Europe. The final paper by Courtney focuses on the use of e-learning by lecturing staff in health care. The use of an online Community of Practice to support lecturers developing Learning Objects (LOs) is considered and discussions developed to consider the role of LOs in practice education.

Pam Moule
University of the West of England, Bristol, UK
January 2008

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