Relevant bibliographies by topics / E-learning ; healthcare education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'E-learning ; healthcare education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "E-learning ; healthcare education"

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Park, Myonghwa, and Moonhee Gang. "Applying e-learning for Multicultural Healthcare Education." International Journal of Multimedia and Ubiquitous Engineering 8, no. 6 (November 30, 2013): 367–76. http://dx.doi.org/10.14257/ijmue.2013.8.6.36.

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Smothers, Valerie, Rachel Ellaway, and Peter Greene. "The E-learning evolution–leveraging new technology approaches to advance healthcare education." Medical Teacher 30, no. 2 (January 2008): 117–18. http://dx.doi.org/10.1080/01421590701881681.

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Moule, Pam, Rod Ward, and Lesley Lockyer. "Nursing and healthcare students’ experiences and use of e-learning in higher education." Journal of Advanced Nursing 66, no. 12 (October 15, 2010): 2785–95. http://dx.doi.org/10.1111/j.1365-2648.2010.05453.x.

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Beckett, Dan, Claire Gordon, and Matthew Jones. "The ACUMEN project." Acute Medicine Journal 7, no. 2 (April 1, 2008): 101. http://dx.doi.org/10.52964/amja.0209.

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E-learning for healthcare (e-LfH) is a collaborative programme between the Department of Health, the NHS and various professional bodies. It provides high quality, interactive education for healthcare workers, and has been described as ‘The most positive development in medical education in 20 years’ by the Chief Medical Officer, Sir Liam Donaldson. Indeed e-LfH have recently been awarded the elearning age 2007 Gold award for ‘Excellence in the production of e-learning content’.
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Callinan, Joanne. "Barriers and facilitators to e-learning in palliative care." International Journal of Palliative Nursing 26, no. 8 (December 2, 2020): 394–402. http://dx.doi.org/10.12968/ijpn.2020.26.8.394.

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Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.
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Tullo, Ellen, Julia Newton, and Alison Clapp. "What can e-learning offer geriatric medicine in the UK?" Reviews in Clinical Gerontology 22, no. 3 (June 8, 2012): 235–42. http://dx.doi.org/10.1017/s0959259812000081.

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SummaryThe expansion of e-learning in medical education is a reflection of the inherent advantages that technology can bring to teaching and learning. Geriatric medicine has taken advantage of some of the benefits associated with e-learning in terms of undergraduate education, specialty training and interdisciplinary training. However, there are further opportunities and challenges to be met for geriatric medicine to make the very most of e-learning. This review outlines the terminology associated with e-learning, summarizes the advantages and potential problems, and considers the evidence base for the efficacy of e-learning. Current use of e-learning amongst professional groups is summarized and recommendations made for expanding the use of e-learning for all healthcare professionals working with older people.
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Soriano, Juan Vicente Izquierdo, Felix Buendia Garcia, Jose Luis Ortega Monzo, and Eduardo Tabernero. "E-Learning Experiences in La Ribera Health Department." Journal of Information Technology Research 7, no. 2 (April 2014): 7–23. http://dx.doi.org/10.4018/jitr.2014040102.

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This paper shows how the training of health professionals is improving thanks to the use of new technologies, in particular e-learning. This type of technology is widely used in medical education and there are multiple research works that report its effective deployment by health professionals and students. However, there is a need to incorporate e-learning platforms and online methods in healthcare organizations through a systematic and rigorous approach what is proposed in the current work. This approach has been applied since 2009 in the context of La Ribera Health Department implementing a high number of e-learning experiences. The obtained outcomes reveal how useful have been these experiences to promote an organized and effective professional training.
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Reeves, Scott, Simon Fletcher, Clodagh McLoughlin, Alastair Yim, and Kunal D. Patel. "Interprofessional online learning for primary healthcare: findings from a scoping review." BMJ Open 7, no. 8 (August 2017): e016872. http://dx.doi.org/10.1136/bmjopen-2017-016872.

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ObjectivesThis article presents the findings from a scoping review which explored the nature of interprofessional online learning in primary healthcare. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary healthcare interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary healthcare learners, their organisations and the care they deliver to patients/clients?SettingThe review explored the global literature on interprofessional online learning in primary healthcare settings.ResultsThe review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients.ConclusionsA number of educational, methodological and outcome implications are be offered. E-learning can enhance an education experience, support development, ease time constraints, overcome geographic limitations and can offer greater flexibility. However, it can also contribute to the isolation of learners and its benefits can be negated by technical problems.
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Tsokova, Yordanka, Tanya Taneva, Biyanka Tornyova, and Todor Cherkezov. "UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV." CBU International Conference Proceedings 5 (September 23, 2017): 855–61. http://dx.doi.org/10.12955/cbup.v5.1038.

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E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.
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Golemanov, Ljudmil, Kristína Zgodavová, and Aleš Bourek. "Multilingual Virtual Quality Center Providing e-Learning Facilities for e-Health and Modern Healthcare Management Education and Training." Acta Mechanica Slovaca 14, no. 2 (October 31, 2010): 6–13. http://dx.doi.org/10.2478/v10147-011-0014-z.

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Dissertations / Theses on the topic "E-learning ; healthcare education"

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Brownsell, Michael D. "The perceptions and experiences of e-learning within undergraduate healthcare education : a case study." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620320.

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Introduction: The use of e-learning in healthcare education is being increasingly advocated and used, but can prove challenging. The need to explore educator’s experience and student perspectives in relation to this area of pedagogy was identified as a relevant area of study Study Aim: To explore and critically analyse the perspectives and experiences of healthcare educators and students regarding e-learning. Design: A mixed methods exploratory case study of one HEI’s use of e-learning. Methods: Quantitative descriptive data was collected through educator and student questionnaires from 34 academics and 127 students across four university departments delivering undergraduate healthcare related programmes. A sample of 12 module web spaces and associated documentation was reviewed. The data sets were considered in relation to the thematic analysis of 16 semi-structured educator interviews and 6 healthcare student focus groups. Results: Educator and student needs are interwoven during undergraduate healthcare provision. Differing educational philosophies, practices and culture across the cases created opportunities and challenges with e-learning. Two differing, yet potentially complimentary definitions of e-learning existed within and across the four departments which produced either congruence or conflict toward the varied e-learning approaches. Student respondents selectively engaged in what was primarily educator controlled e-learning. Conclusions: The findings highlighted the need for agreement and understanding of philosophical and pedagogical underpinnings which define and shape e-learning by educators and students, along with an awareness of differing professional cultures across which e-learning is required to operate. Originality / Value: The findings of this study offer a deeper understanding of the effect on educator and student engagement in e-learning of differing higher education and professional practice education cultures. A model is offered as a response to particular issues faced by the study respondents; whilst non-generalisable the model may serve as an enlightening guide for educators who are introducing or applying constructivist e-learning practices within undergraduate healthcare provision and benefit the student experience.
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Al-Huneiti, Rasmeh. "Towards a new framework for nursing education and training in developing countries." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8515.

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The advancement in ICT in recent decades has transformed every aspect of life, including medical care. The most sophisticated example of this is electronic health (e-health), which in developed counties has been a major contributor to enhancing the overall quality of healthcare services. However, e-health remains primitive in developing countries, whether they are relatively poor like Jordan or wealthy like Qatar. Barriers to successful e-health adoption in developing countries are attributable either to superimposing the technology itself while ignoring staff preparedness to integrated e-health or financial inhibitions to making such fundamental changes to healthcare delivery. Staff preparedness is related to educating or training healthcare staff, particularly nurses, who have fewer opportunities to attend training, or are sometimes ignored. Hence, the focus of this research is to evaluate the preparedness of nursing community for e-health adaption in the developing countries, taking Qatar and Jordan as case studies, in order to identify existing challenges and the key requirements to establish an educational framework that can be integrated in nursing curricula or professional development to promote e-health adaptation by nurses. This research critically reviews previous literature related to the research project, identifying the challenges to e-health preparedness, and analyses nursing and midwifery curricula from different countries with regard to e-health and ICT. The findings show that e-health modules are not generally included in any higher education nursing programme, with only a few transcripts showing basic computing or ICT modules. E-health national strategies for both Jordan and Qatar were analysed to identify whether the inclusion of professional training on e-health has been considered as part of e-heath strategy. In addition, analysis of e-health national strategies for other leading countries in the field of e-heath was conducted, finding that there is a decided gap between developed and developing countries with regard to e-health. The level of readiness in nursing was investigated and to identify the main barriers for using e-health/e-nursing in Jordan and Qatar. The results showed the top challenges facing e-health are educational-related aspects, hence a plan for promoting and providing education on the benefits and use of ehealth processes and applications is advised, with prerequisite ICT training, as the results showed that nurses lack sufficient knowledge about e-health processes and applications. The findings from earlier tasks were used to identify the requirements and then propose the framework to achieve main goal of this research in providing a roadmap. The framework was constructed in accordance to with the Technology Acceptance Model (TAM), followed by evaluation by different expert groups. All the groups voted for the suggested structure of the framework to be taken to the next phase of deployment. The final task was to evaluate the attitude of the nursing community working towards the possibility of implementing an e-learning system, which has been presented as the main platform in the proposed framework. The findings have demonstrated a very positive attitude from the nursing staff towards the idea of using e-learning. There also does not appear to be any apparent obstacles to deploying the concept of e-health as the audience in question have the necessary computer skills. In summary, this research project has contributed in presenting framework and some useful findings related to e-health in general and in Qatar and Jordan in particular. The proposed framework can be as a roadmap for future e-heath/e-nursing projects, in addition, it can be utilised with some modifications to foster similar electronic applications.
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Khoury, Leandra Ruth. "An evaluation of the use of an e-learning platform in complementing Xhosa language teaching and learning as an additional language." Diss., 2015. http://hdl.handle.net/10500/20070.

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Within medical facilities in South Africa, including the Western Cape, language barriers often exist between healthcare professionals and their patients. This can cause a barrier to efficient patient treatment. In order to address this problem, educational institutions in the Western Cape have started to introduce Xhosa language facilitation for healthcare professionals. In order to facilitate the learning of this additional language, the use of e-learning as a complement to traditional classroom lectures was investigated. The students who participated in this Xhosa language facilitation were specifically identified. This study was quantitative in nature and questionnaires were used. It was concluded that the combination of lectures and the complementary e-learning component helps to improve the student’s ability to learn an additional language, in this case Xhosa. Recommendations were made that would possibly alleviate the problem of language barriers in healthcare settings in the Western Cape.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Books on the topic "E-learning ; healthcare education"

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E-Learn 2002: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Association for the Advancement of Compu, 2002.

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Book chapters on the topic "E-learning ; healthcare education"

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Barbina, Donatella, Giovanni Galeoto, Debora Guerrera, Alessadra Di Pucchio, Pietro Carbone, Valter Santilli, Anna Berardi, Donatella Valente, and Alfonso Mazzaccara. "E-learning Course for Healthcare Professionals: Continuing Education for Idiopathic Scoliosis." In Proceedings of Fifth International Congress on Information and Communication Technology, 364–73. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5856-6_37.

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Robertson, Debbie. "Blended and e-learning." In Strategies for Healthcare Education, 113–22. CRC Press, 2019. http://dx.doi.org/10.1201/9780138738214-12.

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Lembachar, Ihssane, Samir Diouny, Zineb Serhier, and Mohammed Bennani Othmani. "The E-Learning Experience in Medical School of Casablanca." In Healthcare Informatics and Analytics, 227–40. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6316-9.ch012.

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In recent years, higher education has witnessed significant growth. This unprecedented phenomenon can be attributed to distance education through the application of ICTs. The purpose of this chapter is to bring into focus the experience of e-learning implementation at Casablanca Medical School and investigate learners' attitudes towards e-learning strategy. Of particular relevance to this study are the implementation of two e-learning projects, namely the “Digital Environment Work” (DEW), which allows medical students, faculty, and administrators to access information and online services, and the “@U-PEL 2010 program,” which was launched by Hassan II University in 2010 with a view to supporting holders of a comprehensive strategy for the development of e-learning institutions on the basis of clearly identified projects.
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Zgodavová, Kristina, and Aleš Bourek. "Educational Paradigm Change and Fostering Sustainable Success of Healthcare Organization with the Aid of Web-Based Interactive Training." In Healthcare Administration, 932–58. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6339-8.ch049.

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This chapter focuses on improving the existing education process and presents comprehensive insight into the methodology of acquiring skills for managing healthcare organizations for sustained success through interactive Web-based training with special attention to simulations in­ a virtual learning environment. The authors describe functions and properties of the IMPROHEALTH® portal, as well as services pertaining to integrated e-learning, e-implementation of the specific management system with the added bonus of role play simulation, e-improvement of provided healthcare services, and present the way knowledge can be presented in the form of a Web-log book. Moreover, the purpose of this chapter is seen in addressing the obtained experience with regards to the utilization of information and communication technologies among the knowledgeable community. It is intended for professional educators involved in managing healthcare organizations, in e-health management, and for all people keen on modern digital ways of caring about their health status and on improving their sense of well-being, further supported by the so-called e-laboratory. Several innovative approaches augmenting the possibilities of traditional e-learning options are presented.
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Mac Neill, Heather, Scott Reeves, Elizabeth Hanna, and Steve Rankin. "The Community of Inquiry Framework." In Interprofessional E-Learning and Collaborative Work, 75–89. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-889-0.ch007.

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Many in the online learning field now promote the need for a social presence online, in addition to cognitive and teaching presence, in order to fully realize benefits of online learning. In this regard, two important concepts arise when adopting e-learning: community and collaboration. Within healthcare there has been a recent push towards interprofessional education (IPE). IPE is an approach in which health and social care professionals come together to learn “with, from and about each other”. In this chapter the authors discuss the background of healthcare IPE and online learning. They examine the potential benefits and limitations of both IPE and e-learning as well as issues related to combining these approaches. They will discuss the theory of ‘communities of inquiry’ and apply a modified version of it as a way to think about and create online IPE. Lastly, the authors introduce an ongoing innovative healthcare e-learning project in Canada that was based on this theory and has focused on bringing together both IPE and online learning using the “build-a-case” method.
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Hassan, Nurhanim, Renukha Sellappans, Phelim Yong Voon Chen, Wei Hsum Yap, Enna Ayub, Stathis Th Konstantinidis, Cherry Poussa, Heather J. Wharrad, and Michael G. Taylor. "Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework." In Advances in Higher Education and Professional Development, 90–104. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch006.

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A reusable learning object (RLO) is a type of e-learning resource developed that can be reused again in a variety of different e-learning activities, modules, and courses. Each has its own learning objective, but they can still be combined to form a comprehensive e-learning experience. This chapter investigates the design and development process of developing reusable learning objects (RLO) to digitize healthcare curricular in Malaysia, a project co-funded by the Erasmus+ Programme of the European Union with partner universities from UK, Europe, and Malaysia. This participatory approach is based on the ASPIRE framework developed by one of the project partners (University of Nottingham). Using the ASPIRE process, stakeholders such as the subject matter experts (SME) and students are involved at the onset of the development process: storyboarding workshop and specification ideation. The completed RLOs are used in the module as part of the student's learning delivery.
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Singh, Indu, Avinash Reddy Kundur, and Yun-Mi Nguy. "Use of Technology in Problem-Based Learning in Health Science." In Advanced Methodologies and Technologies in Medicine and Healthcare, 365–75. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7489-7.ch029.

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Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.
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Calimag, Maria Minerva P. "The ePortfolio." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning, 149–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch006.

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As we stand at the threshold of enhanced higher education curricula to meet global standard, this chapter contributes to the on-going discussion on reforms in higher education by clarifying the important role of e-portfolios as technology-enhanced formative and summative assessments of authentic tasks across the continuum in medical education. Medical educators should become adept with technological advancement and apply the same in designing learning experiences that effectively integrate technology in building a conceptual understanding of medical concepts. e-Portfolios are best suited for evaluating skills such as communication, critical thinking, problem-solving, decision-making, leadership and management, and other real-life skills needed to cope with the global demands of the 21st-century global healthcare workplace. The use of portfolios as a workplace-based assessment tool has emerged as an exciting opportunity for learners to record and analyze their learning in a digital environment. The role of reflective learning in a constructivist approach is emphasized.
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Akhtar, Saliha, Cynthia Israel, and Michelle Lee D'Abundo. "Diversifying Clinical Research Participants." In Advances in Medical Education, Research, and Ethics, 234–58. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9494-1.ch011.

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The diversification of clinical trial participants to include women and minorities is one of the biggest challenges for the clinical research industry. The lack of diversity in clinical trials prevents the tailoring of healthcare interventions specifically for women and minorities. The purpose of this chapter is to explore how health information technology and online strategies can be applied in the clinical trial research process to increase the recruitment and retention of women and minorities in clinical trials. By examining this issue from both the individual (participant) and clinical stakeholder perspective, appropriate strategies utilizing available technology are proposed. In the health care environment, strategies to diversify clinical trial participants include the secondary use of Electronic Health Records, and disease registries, as well as e-learning to raise awareness and train health professionals and clinical trial staff. In order to recruit diverse participant populations, the use of online advertising, social media, e-newsletters, tablets, smartphones, and apps are detailed. Lessons from previous use of technology in recruitment are outlined as well as future trends. In summary, while there are recognized challenges to implementation, the current health information technology and online strategies available seem promising as methods of increasing the participation of women and minorities in clinical trials.
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Sibinga, Cees Th Smit, and Maruff A. Oladejo. "Management and Operations of Transfusion Medicine." In Advances in IT Standards and Standardization Research, 438–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7214-5.ch020.

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Healthcare includes supportive services like blood transfusion. To manage blood supply and transfusion services, leadership development is paramount. E-learning has become a common global approach in teaching. However, there are limitations. Some are difficult to influence and eliminate. E-learning packages are promoted to effectively deliver education but are still not penetrated in clinical transfusion. Most clinicians have little knowledge of risks and benefits of hemotherapy. E-learning found its way into the field of blood transfusion. However, audits of clinical transfusion practice have demonstrated deficiencies in knowledge and practice that impact patient safety and in some cases result in death. WHO initiated a post-academic master course, “Management of Transfusion Medicine,” focused on leadership in restricted economy countries. This chapter focuses on bridging the knowledge gap in management and operations of transfusion medicine.
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Conference papers on the topic "E-learning ; healthcare education"

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Marin, Iuliana, and Nicolae Goga. "HEALTHCARE COLLABORATIVE E-LEARNING PLATFORM FOR TREATING BLOOD PRESSURE DISEASES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0598.

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Barisheva, T. A. "THE DEVELOPMENT OF CREATIVITY OF STUDENTS IN E-LEARNING." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.120.

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Petukhov, Oleg N. "NETWORK PROJECTS AS A NEW PARADIGM IN E-LEARNING." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.077.

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Nadezhdina, Elena. "A BLENDED LEARNING APPROACH IN TEACHING ENGLISH: E-LEARNING PLATFORM MOODLE, PROSPECTS OF USE." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.079.

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Shemshurenko, Oksana. "E-LEARNING IN RUSSIA: PROBLEMS OF ORGANIZATION AND DEVELOPMENT PROSPECTIVES." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.033.

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Bodys-Cupak, Iwona. "ASSESSMENT OF QUALITY AND EFFECTIVENESS OF TEACHING FUNDAMENTALS OF NURSING WITH THE USE OF E-LEARNING MATERIALS." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.015.

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Colibaba, Anca, Stefan Colibaba, Irina Gheorghiu, Ovidiu Ursa, Cintia Colibaba, and Andreea Ionel. "Palliative care MOOC project research findings and the development of standardized protocols: Multimedia applications for medical and healthcare education and e-learning." In 2015 E-Health and Bioengineering Conference (EHB). IEEE, 2015. http://dx.doi.org/10.1109/ehb.2015.7391483.

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Colibaba, Anca, Stefan Colibaba, Irina Gheorghiu, Ovidiu Ursa, Cintia Colibaba, and Andreea Ionel. "The digital timelines course to maintain the quality of life and help people with memory loss: Multimedia applications for medical and healthcare education and e-learning." In 2015 E-Health and Bioengineering Conference (EHB). IEEE, 2015. http://dx.doi.org/10.1109/ehb.2015.7391485.

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Voinea, Alexandra, Alin Moldoveanu, Florica Moldoveanu, and Oana Ferche. "Motion detection and rendering for upper limb post-stroke rehabilitation: Multimedia applications for medical and healthcare education and learning; Rehabilitative and assistive technologies." In 2015 E-Health and Bioengineering Conference (EHB). IEEE, 2015. http://dx.doi.org/10.1109/ehb.2015.7391471.

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MacDonald, Colla, Betty Craig, Douglas Archibald, Lynn Casimiro, David Trumpower, and Wilma Jelly. "Quality Standards for Interprofessional Healthcare Education: The W(e)Learn Framework and Designing and Validating a Toolkit of Bilingual Assessment Tools." In 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning (ELML). IEEE, 2010. http://dx.doi.org/10.1109/elml.2010.35.

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