The World Health Organization (WHO) recognized the importance of e-learning for health well before Covid-19 grabbed the world by storm. WHO claimed in a 2013 study that more readily available e-learning for healthcare would be a primary focus. Another WHO study on health-related e-learning found that online learning outperforms in-person instruction.
Then there was Covid-19. Putting greater strain on countries’ healthcare systems around the world. Face-to-face instruction was also discontinued due to social distancing. If health e-learning was not vital enough before, it’s now mission-critical for many enterprises. This blog article addresses the developments in e-learning for healthcare that are occurring as a result of Covid-19. Practical examples of online learning are included. We have also developed e-learning solutions for health for our healthcare clientele. Online training from organizations that support and service the healthcare business is also included. E-learning for health is more important than ever. Do not let yourself down. Find out what you are capable of.
You don’t have to be directly involved in the healthcare industry to understand the difficulties it faces. Search for ‘challenges in the healthcare sector on Google. In half a second, you will get 678 million results.
My Google search turned up documents and literature reviews that mentioned, among other things, the issues I was facing.
• Medical information explosion
• Medical error burden
• High and rising healthcare costs
• Slow diffusion of medical knowledge
• Ethical dilemmas
• Regulatory changes
• Cybersecurity and big data
• Workforce needs and training
• Problems from pharmaceutical and technology improvements
• Training and education challenges
• Humanitarian agencies’ training needs are growing
This is not an exhaustive list. However, it is not implausible to believe that more consistent and scalable training could aid in the resolution of these issues.
Healthcare systems all across the world are dealing with a slew of issues. Regardless of pandemics like Covid-19. A training component is also an element in tackling many of the challenges. Can e-learning, on the other hand, provide a viable, high-quality learning experience?
Various research have found over the years that it most certainly can. The US Department of Education published a major meta-analysis in 2009 that revealed that “on average, pupils in online learning environments did better than those receiving face-to-face instruction.” In response to these (healthcare) challenges, an increasing number of medical education and CPD (Continued Professional Development) programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning, according to a 2013 study by the University of Cambridge’s Institute of Public Health.
The Journal for Global Health published “e-learning for students in health professions: A comprehensive assessment of the influence on knowledge, skills, attitudes, and satisfaction” shortly after, in 2014. According to the research, there is a global shortfall of 7.2 million healthcare employees. And the number is increasing. Furthermore, there is an even greater teacher shortage, which restricts traditional educational methods. They looked at 4,955 students who were enrolled in healthcare programs at the undergraduate level. “E-learning is similar to and possibly superior than traditional learning in terms of knowledge, skills, attitudes, and satisfaction,” they found. They also claimed that these findings support further investment in e-learning to alleviate the worldwide healthcare worker deficit.
The World Health Organization published an assessment in 2015 that proposed a significant change. It was termed as e-learning for undergraduate health professional education. “E-learning has an under-utilized potential to support health workforce capacity building in various contexts and can empower health workers to take direct control of their competency development, allowing them to play a full role as change agents in addressing the challenges we will face in the twenty-first century,” they concluded.
The United Nations (UN) and the World Health Organization (WHO) have both endorsed e-learning as a helpful tool for meeting healthcare education needs. And that was before Covid-19, social isolation, and the new coronavirus’s problems.
In addition to improved outcomes, e-learning for health provides a slew of other advantages.
Many organizations have adopted webinars as a means of delivering elements of their training. Especially post Covid-19. Webinars are easy to set-up and can connect you to your audience. And it has been shown that webinars can be good for demonstrations, or introductory topics. Or short discussions on a defined topic. Webinars, for example, can be a viable substitute for brief “lunch and learn” training.
However, webinars aren’t an effective training solution for the bulk of needs in the healthcare system. The themes and requirements for health training are frequently in-depth and difficult. If used wrong, they can have disastrous consequences. For lengthier courses, webinars are not an appropriate instructional medium. Or for anything other than a brief introductory segment. They are especially ineffective when the learner needs to demonstrate mastery of a subject. Similarly, they are not appropriate for high-risk scenarios. Or that require a high level of confidentiality or secrecy. E-learning courses are preferable for many health-related training needs.
Three real-world examples of online courses in healthcare are provided here to demonstrate the breadth of e-learning options. They demonstrate a few of the applications of e-learning for health.
The BC Center for Disease Control (BCCDC) assists government and health authorities with health promotion and prevention, as well as analytical and policy support. In addition, diagnostic and therapy services are available. All of this is done to lower the risk of communicable and chronic diseases, as well as preventable injuries and environmental hazards.
When the BCCDC needed e-learning for health course on vaccine storage and handling, they turned to Spark + Co.
The course was designed to guarantee that vaccines were correctly handled and kept throughout the chain of custody. And that all regulatory obligations, as well as provincial rules, were followed. Medical Office Assistants and Health Unit Aides are the target audiences for this training session. As well as any other immunizers (e.g., pharmacists, registered nurses, physicians) and health-care students that are interested.
It was decided to design an e-learning course. An introduction, three technical chapters, and a final exam comprised the course. In addition, a fast reference guide was made. This was done to assist a wide range of people involved in vaccine storage and handling in order to assure vaccine safety and efficacy.
Articulate Storyline was used to build the online course. Drag-and-drop interactions, interactive forms, and an exam were all included.
The Kidney Care Advisory team at BC Renal developed four priorities in 2011 to better kidney disease outcomes. The development of standardized and improved educational materials was one of these initiatives. All of this is based on adult education ideas. The design and development of online learning templates was entrusted to Spark + Co. In addition, three online modules have been developed to provide access to education for people with renal illness in British Columbia.
Patients perform peritoneal dialysis in the comfort of their own homes. Patients were formerly only educated by nurses who came to see them. The nurse would bring a hefty reference binder as part of the appointment. Also, do some one-on-one counselling. Nurses, on the other hand, would have to travel long distances in rural and distant places. As a result, the number of patient visits is reduced. In addition, the cold months made travel even more difficult.
There were also issues with access to schooling in metropolitan areas. Because each nurse has a high patient load. The nurse’s role was to be supplemented by the online modules. Also, to strengthen the patient-doctor interaction. They were also designed to give patients the ability to take an active role in their own therapy. The online course modules were created with the primary purpose of assisting patients in better understanding peritoneal dialysis and living a healthy lifestyle.
Articulate Studio ’09 was used to create the online modules. A Powerpoint-based authoring tool that lets you add a range of interactive components to your presentations. Voice-over narration, videos and interactive activities were part of the modules.
Child Health BC is a provincial health network consisting of various partners. These include:
Doctors of BC
Child health leaders
Physician leaders from a variety of health agencies, including the First Nations Health Authority, were in attendance.
Departments of Pediatrics, Pediatric Surgery, and Child Psychiatry of the University of British Columbia are academic partners.
Child Health BC’s mission is to bring people together to enhance the health and well-being of BC’s children. By creating a service system that is both integrated and accessible. The network’s Steering Committee contracted Spark+Co to create e-learning for children’s health.
Healthy Families BC is supported by Child Health BC’s Appetite to Play program. A government-sponsored health prevention and promotion program. This focuses on improving the health of families and communities.
Appetite to Play was created to assist childcare staff in encouraging and promoting good eating. For youngsters aged 0 to 5, there is also physical activity. There were various elements to consider.
Using Articulate Storyline 360, two e-learning modules on physical literacy and healthy eating were created. Many interactive activities, such as interactive video quizzes, were included in these e-learning programs.
The program was attended by 2,886 participants between February 2017 and March 2019. (e-learning, virtual and in-person). The initial virtual workshops and e-learning modules proved as effective and gratifying as in-person training sessions, according to the final evaluation report, with the possibility for a greater reach.
In 2013, Kai Ruggeri of the University of Cambridge’s Institute of Public Health published an article. He presented a methodology for effective utilization and assessment for E-Learning for health. While the approach is applicable in a variety of settings, it is ideally suited for e-learning for large health authority. The standard Ruggeri referred to demonstrate his model was for a Program on Clinical Evaluation and Record Forms.
The following is a summary of Ruggeri’s example. It demonstrates the thoroughness with which the process was carried out. Also included are the interlinked measures for assuring a successful online course in this industry.
Organizations that provide or support healthcare can also benefit from e-learning. Three instances of e-learning for healthcare for industries that assist the industry are listed below.
PeriopSim is a North American product for operating room teams that focuses on surgical training and assessment. It bridges the gap between the classroom and the operation room via virtual and augmented reality. It assists users in learning operations as well as anticipating the surgeon and instrumentation needed. All of this occurred prior to entering the surgery room. PeriopSim has been demonstrated to be more effective than traditional training approaches in studies. In addition, using the simulation, a one-hour treatment takes only ten minutes. This allows nurses to get more experience with surgical operations.
The Resuscitation Council of the United Kingdom exists to promote high-quality, scientific resuscitation guidelines that are applicable to everyone. Also, via education, training, research, and teamwork, to help save a life. This Council, which is aimed at the general public, is one of the best instances of effective e-learning. This interactive video puts you in the role of a lifesaver. And it gives you actual events and actions to put your skills and reactions in a life-or-death emergency to the test. It is a fantastic, award-winning health e-learning module.
COVID-19 is still present in many parts of the world. Organizations have rallied in a short period of time to create e-learning for healthcare training on numerous Covid-19 processes. These resources are frequently made freely available to audiences all over the world. The World Health Organization, for example, has developed a set of e-learning courses on a variety of Covid-19 themes. These courses are also available in a number of different languages. However, because of the time constraints, they do not always have the same amount of involvement as e-learning courses. The above example of a highly interactive Lifesaver took three years to create. Nonetheless, the WHO course demonstrates how rapidly and effectively health-related e-learning may be developed. And how it may be an effective instrument for instantly interacting with a broad, worldwide audience.
The NHS in the United Kingdom is a second example. Anyone in the world can access their online courses and many resources on Covid-19 for free after completing a registration process. Both of these instances demonstrate how e-learning may be scaled to train a large number of individuals in a short amount of time.
COVID-19 is a third Covid-19 course. One that is worth considering is Articulate’s What You Need To Know. Developed in Rise, a cloud-based and mobile-friendly quick e-learning authoring platform. This means you may rapidly create e-learning courses without having to instal any software. Rise lacks the sophistication of several other tools. However, it shines in terms of ease of use and speed of implementation. In this case, Articulate created the course and, like the previous examples, makes it available to the public for free.
How can you get started making an e-learning course for health? It depends on the type, scope, resourcing, and experience your company has in developing online training. For example, if you have resources in your training department who are skilled at developing high-quality e-learning, they should be your first call. However, we find that many organisations lack the necessary resources. Or they lack the necessary knowledge to create online learning. In each of these circumstances, companies frequently struggle to locate employees to fill the resource gap in a timely manner. Or they don’t want to commit to a long-term resource for a project that would just last a few weeks. Alternatively, they may have never designed an e-learning course before and are unsure where to begin.
In these cases, it’s evident that the project will need to be completed by an outside resource. Many of our early clients reached out to us because they had never before designed an online course. Or because previous outcomes were unsatisfactory. They were also looking for more skills to help them better satisfy their needs. If your company finds itself in this circumstance, we have resources that may be of assistance; please do not hesitate to contact us.