A global model for effective use and evaluation of e-learning in health.

Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.

A global model for effective use and evaluation of e-learning in health.

Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.

Design for all: designing for the motion-impaired user

Designing for all requires the adaptation and modification of current design best practices to encompass a broader range of user capabilities. This is particularly the case in the design of the human-product interface. Product interfaces exist everywhere and when designing them, there is a very strong temptation to jump to prescribing a solution with only a cursory attempt to understand the nature of the problem. This is particularly the case when attempting to adapt existing designs, optimised for able-bodied users, for use by disabled users. However, such approaches have led to numerous products that are neither usable nor commercially successful. In order to develop a successful design approach it is necessary consider the fundamental structure of the design process being applied. A three stage design process development strategy which includes problem definition, solution development and solution evaluation, should be adopted. This paper describes the development of a new design approach based on the application of usability heuristics to the design of interfaces. This is illustrated by reference to a particular case study of the re-design of a computer interface for controlling an assistive device.