Blended learning: integration of e-learning and on-the-job training in health care
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Published
Aug 31, 2011
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Abstract
In health centres and small local hospitals, doctors specialised in anaesthesia and intensive care have usually been trained to deal with adult patients. As a result, they generally lack know-how in dealing with paediatric clinical cases and thus need to develop new theoretical and practical skills regarding paediatric therapy and anaesthetic protocols.
To meet these needs on a national basis, a blended learning course called “Corso di perfezionamento blended in anestesia pediatrica” (Blended Master in Paediatric Anaesthesia) has been developed. This included both on-line and workplace training in operating theatres. The implementation of a blended methodology contributed to make contents accessible to professionals all over the country and also helped them both to cope with the organisational complexity of health care organizations and to acquire practical competences through on-the-job training.
This training approach could prove very efficient for developing new professional competences and may well represent an effective solution for complex health care organizations.
To meet these needs on a national basis, a blended learning course called “Corso di perfezionamento blended in anestesia pediatrica” (Blended Master in Paediatric Anaesthesia) has been developed. This included both on-line and workplace training in operating theatres. The implementation of a blended methodology contributed to make contents accessible to professionals all over the country and also helped them both to cope with the organisational complexity of health care organizations and to acquire practical competences through on-the-job training.
This training approach could prove very efficient for developing new professional competences and may well represent an effective solution for complex health care organizations.
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References
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Banzato M., Midoro V. (2005). Modelli di e-learning. Una tassonomia degli usi della rete telematica per l’apprendimento. TD-Tecnologie Didattiche, 36, pp. 62-73.
Battacchi M. W. (1990). Trattato enciclopedico di psicologia dell’età evolutiva. Padova: Piccin.
Carraro A. (2009). Lo sviluppo delle competenze dei professionisti della sanità tra criticità e proposte innovative. Tesi di laurea specialistica in Scienze delle Professioni Sanitarie Tecniche Diagnostiche presso la Facoltà di Medicina e Chirurgia, Padova.
Carraro A., Rossato E. (2007). E-learning 2.0 in sanità. Le comunità di pratica a supporto del knowledge management e della formazione continua. FOR. Rivista A.I.F. per la Formazione. Tendenze, pratiche, strumenti, 73. Milano: Franco Angeli, pp. 50-56.
ECM (2002). URL: http://www.salute.gov.it/ecm/ecm.jsp (ultima consultazione maggio 2011).
Giacomantonio M., Galliani L., Frignani P., Poletti G. (2005). Metodologie integrate (in aula, in rete, sul campo) per la formazione continua degli insegnanti. In P. Frignani, L. Galliani, M. Giacomantonio, G. Poletti (eds.). E-learning: protagonista dello sviluppo della società della conoscenza. Atti del Convegno Expo e-learning (Ferrara, 6-8 ottobre 2005). Università di Ferrara, p.12.
Giacomantonio M. (2007). Progettazione dei contenuti didattici per l’e-learning. Roma: Carocci.
Kolb D.A. (1984). Experiential learning experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice Hall.
Wiley D.A. (ed.) (2002). The instructional use of learning objects. Bloomington, IN, USA: Agency for Instructional Technology and the Association for Educational Communications and Technology.