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.

Evaluation of the p-y method in the design of monopiles for offshore wind turbines

Monopile foundations, currently designed using the p-y method, are technically viable in supporting larger offshore wind turbines in waters to a depth of 30 m. The p-y method was developed to better understand the behavior of laterally loaded long slender piles required for the offshore oil and gas installations. The lateral load-deformation behavior of two monopiles, 5 and 7.5 m dia, installed in soft clays of varying undrained shear strength and stiffness, was studied. A combination of axial and lateral loads expected at an offshore wind farm location with a water depth of 30 m was used in the analysis. It was established that the Matlock (1970) p-y curves are too soft and under-estimate the ultimate soil reaction at all depths except at the monopile tip. At the pile tip, the base shear was not accounted for in the p-y curves, hence resulting in the over-estimation of the soil reaction. Consequently, the Matlock (1970) p-y formulation significantly underestimates the monopile ultimate lateral capacity. The use of the Matlock (1970) p-y method would result in over-conservative designs of monopiles for offshore wind turbines. This is an abstract of a paper presented at the Offshore Technology Conference (Houston, TX 5/6-9/2013).