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T-Space at The University of Toronto Libraries >
Journal of Medical Internet Research >
Volume 1 (1999) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/4504

Title: MED3/343: Networked Learner Support in Continuing Medical Education
Authors: Fox, L
Dolman, E
Hornby, D
Lane, P
O'Rourke, A
Roberts, C
Roscoe, T
Keywords: Abstract
Education, Medical, Graduate
Information technology
Networked Professional Development
Networked Learner Support
Issue Date: 19-Sep-1999
Publisher: Gunther Eysenbach; Centre for Global eHealth Innovation, Toronto, Canada
Citation: L Fox, E Dolman, D Hornby, P Lane, A O'Rourke, C Roberts, T Roscoe. MED3/343: Networked Learner Support in Continuing Medical Education. J Med Internet Res 1999;1(suppl1):e46 <URL: http://www.jmir.org/1999/suppl1/e46/>
Abstract: [This item is a preserved copy and is not necessarily the most recent version. To view the current item, visit http://www.jmir.org/1999/suppl1/e46/ ] Introduction: This paper reports data from the second year of the WISDOM research project. This project has established a framework for the delivery of continuing medical education and professional development using information and communication technologies, with a particular focus on networked professional development (NPD) for clinical governance. Methods: An action research project. Results: The association of a web site providing resource materials (tutorials, electronic links and other information) with networking technologies, such as e-mail discussion groups and newsgroups, has been demonstrated to be effective in delivering curricula in informatics, evidence-based practice and reflective practice. The virtual classroom may be adapted to serve a number of objectives, and can be adapted to operate as a virtual conference and as a mechanism for research data collection methods, such as the Delphi methodology. The project's findings indicate that there is a need for a coherent policy of networked learner support (NLS) in such virtual classrooms. NLS includes: support on the development of adult-learning and reflection skills in participants active facilitation of learning within an adult-learning model mechanisms for assessment which reflect adult learning approaches (for example, a portfolio approach or personal learning plan) a mechanism for mentoring participants to enable them to achieve their learning objectives Conclusion: It is argued that NPD and NLS must be further researched if information and communication technologies are to be fully exploited as delivery mechanisms in professional development.
URI: http://hdl.handle.net/1807/4504
ISSN: 1438-8871
Other Identifiers: doi:10.2196/jmir.1.suppl1.e46
Rights: Copyright (cc) Retained by author(s) under a Creative Commons License: http://creativecommons.org/licenses/by/2.0/
Appears in Collections:Volume 1 (1999)

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