Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals
Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals
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DOI：
10.1111/j.1471-1842.2006.00677.x
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发表时间：
2006-12-01
影响因子：
3.8
通讯作者：
Roberts, Sue
中科院分区：
文献类型：
--
作者：
Bury, Rachel;Martin, Lindsey;Roberts, Sue
简介：在一个信息和技术丰富的时代，保健方面的重大变化正在对保健专业人员及其教育和培训产生重大影响。卫生信息专业人员，在国家卫生服务（NHS）和高等教育（HE）的背景下，因此发展自己的角色，技能和伙伴关系，以满足灵活的教育和培训的需求。本文探讨了一个方面，这支持在线学习及其对角色development.Methodology的影响：采取案例研究的方法，旨在探讨如何学者，卫生信息专业人员和学习技术人员正在开发支持在线学习，明确解决电子扫盲和信息需求的健康学生的背景下，NHS框架的教育。这是语境化的文献review.Results：案例研究探讨和讨论了三个动态-（一）使用支持在线学习工具的未来卫生保健专业人员在整个专业培训，以确保他们有适当的电子扫盲技能;（二）使用支持在线学习的当前卫生专业人员，使他们能够适应不断变化的环境;（iii）发展卫生信息专业人员，特别是他们在与学习技术专家和卫生专业人员合作的多学科团队中的作用，使他们能够设计和提供支持性在线学习。作者认为，在这个特定的案例研究中，健康信息专业人员是支持在线学习发展的关键。他们在合作中取得了成功，他们的角色正在演变，以涵盖更广泛的学习和教学活动。因此，在专业教育和角色发展方面可以吸取一些经验教训。
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) contexts-are 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.