The evaluation of the effectiveness of networked learning in continuing medical education (CME) requires an appreciation of the interests of its various stakeholders - from patients and accreditation bodies to providers of CME. Demonstrating that CME improves patient care and health outcomes is difficult since healthcare professionals may have acquired new relevant knowledge and skills but may be unable to apply these to their daily practice because of constraints in the context within which they work. However, the process of networked learning for CME can be evaluated by using technology, especially by learning analytics that can identify the network of interactions and how new knowledge is constructed within these interactions. The importance of evaluating the cost-effectiveness of networked learning for CME is discussed but the limitations are realised. Greater involvement of users in the emergent area of evaluation of the effectiveness for networked learning in CME is proposed, with the recognition of the value attributed by participants to their networked learning and also the importance of usability of an intervention. The need for greater involvement of users in the emergent area of evaluation of the effectiveness for networked learning in CME is also proposed. This participatory evaluation approach is essential if the potential benefits of networked learning in CME are to be realised.
|Title of host publication||Network-Based Continuing Medical Education|
|Subtitle of host publication||Social Media and Professional Development|
|Publisher||Nova Science Publishers, Inc.|
|Number of pages||12|
|Publication status||Published - 1 Apr 2014|