Bruk av e-læring i spesialisthelsetjenesten - hva nå?

Abstract

Background The demand for efficiency and collaboration in the health care industry is ever increasing. There are requirements for increased skills among health care workers. Web-based learning is a form of training that is increasingly used. The purpose of this study was to review the use of web-based learning in specialist health care services. This study aims to answer following research questions: 1) How well is it facilitated for web based learning in the health care industry, 2) How is web-based learning perceive by the user, and 3) What are the learning outcomes after having conducted web-based learning. Method The method chosen was a questionnaire, consisting of 47 questions. As theoretical framework, a proposal for a global model for evaluation of e – learning in health care was applied. 31 questions were based on literature review findings. Additional 16 questions from “Pedagogically Meaningful Learning Questionnaire”( PMLQ ) was translated and included in questionnaire. The questionnaire was distributed to two hospitals within a Regional Health Authority area in Norway. Results Findings showed that it was not always easy to conduct web-based learning in working hours. Lack of time was the main reason that commenced courses were not completed. There was also too little time given to complete courses the management wanted the employees to conduct. Courses of poor quality and with little relevance to working tasks provide limited user motivation. Conclusion Some work has been done with regards to development and use of web-based learning in both of the hospitals that were included in this study. However, regional strategies, action plans and guidelines are missing. Lack of time is a major challenge when it comes to completing web-based learning. It is important that leaders have the will and resources to create a culture of implementation of e - learning. When developing courses it is important to have good technical knowledge, user involvement and continuous evaluation. In addition, the courses should contain knowledge tests and well defined learning objectives.