Instructional Design Exemplars In Ehealth And Mhealth Education Interventions

The use of eHealth and mHealth interventions for health promotion, health professional education, and health professional support is on the rise. They have a significant potential for learning through their wide reach, ability to tailor to specific needs, and facilitation of engagement, interactivity, and collaboration. Although eHealth and mHealth interventions are invested in quality and effectiveness, they vary in their use of theory and instructional design principles based on the perspectives of the disciplines that can influence their work. Instructional Design Exemplars in eHealth and mHealth Education Interventions showcases design exemplars of eHealth and mHealth interventions in health promotion and in education and support of health professionals. These exemplars demonstrate the integration of theory and design principles that benefit health professionals and health education. Covering topics such as healthcare access, instructional technology, and diverse learning experiences, this book is a dynamic resource for health professionals, instructional designers, educators, researchers, hospital administrators, policymakers, researchers, and academicians.

The purpose of this study was to explore how health education professionals create ehealth and mhealth education interventions. Three research questions led this qualitative study. The first research question focused on the use of learning theories, instructional models, and instructional design models. The second research question focused on the use of elearning and mlearning design principles. The third research question focused on the use of health behavior theories and models. Twelve health professionals selected for their involvement in the creation of ehealth and mhealth education interventions participated in this study. The themes emerging from the research questions showed a variability in how the participants used education theories and models, principles of elearning and mlearning design, and health behavior and health education theories and models to create ehealth and mhealth interventions. On education theories and models, the participants used elements of instructional design (i.e., analysis, design, evaluation) but did not use any specific instructional design model. Moreover, they invested efforts in creating instructional strategies that reflected instructional models of different learning theories but did not specify particular models or theories. Four themes emerged on the instructional strategies they used in the interventions: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, (3) connections to constructivist approaches to learning, and (4) unspecified learning theories. On the use of elearning design principles, seven patterns emerged: (1) interaction, (2) learner control, (3) provision of help, (4) use of multimedia, (5) engagement, (6) user friendliness, and (7) visual appeal. On the use of health behavior theories and models, three themes emerged (1) no use of health behavior theory or model, (2) use of a mix of health behavior theories or models, and (3) use of a particular health behavior theory or model. The variability of the findings and the resulting themes suggested implications for practice and further research. These implications concern all health professionals creating ehealth and mhealth interventions as well as scholars in the field of instructional design and health education and heath behavior. The implications and limitations of the study were also discussed. .

Instructional technologies used to be optional and supplemental pedagogical tools until the global health crisis of 2020 compelled education systems to rely on digital devices and services to guarantee academic continuity. Suddenly, the contemporary principles and practices utilized in delivering health education curricula were insufficient and ineffective. Acknowledging the vital role of technology in shaping the future of education, there is now a greater demand to foster innovative interventions and continuous improvement in strategies, methodologies, and systems to empower learners, educators, and leaders in the digital age. This paradigm shift requires a fundamental transformation in the way we approach teaching and learning, and a willingness to embrace new approaches and tools that can enhance the quality of education and support student success. The Handbook of Research on Instructional Technologies in Health Education and Allied Disciplines provides comprehensive coverage of innovative methods and strategies to produce the next generation of health professionals. The book lays the groundwork for implementable teaching and learning models that facilitate knowledge acquisition, enhance perceptual variation, improve skill coordination, and develop a scientific and technological mindset. Each chapter provides an in-depth examination of instructional technologies contextualized in various medical and health domains, including nursing, physiotherapy, radiology, neurophysiology, physical health, dentistry, clinical medicine, and more. This reference work is a must-read for all stakeholders in health education and related fields, including educators, students, researchers, administrators, and healthcare professionals.

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Due to the current paradigm shift from traditional teaching to a mixed model with the inclusion of e-learning strategies, reforms in clinical education models are necessary and must carefully consider the socio-professional changes needed to support such efforts. Further study of the implementation of clinical and virtual reality education simulators in education, the irreplaceable role of teaching in the design of advanced roles for health professionals, and the role of education in the continuing professional development are all necessary for the future of successful allied health professional education. The Handbook of Research on Improving Allied Health Professions Education: Advancing Clinical Training and Interdisciplinary Translational Research discusses a range of important topics related to medical and health professions education and clarifies purposes, processes, and future priorities in introducing changes in the educational system. Covering topics such as new technologies and patient safety, this major reference work is ideal for researchers, practitioners, academicians, industry professionals, instructors, and students.

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Currently, there is a critical need to integrate diversity and inclusion into health professions curricula and to diversify educators’ approaches to teaching. The COVID-19 pandemic has most recently highlighted the systemic barriers that exist for our most vulnerable patients. To address these inequities, it is important to promote diversity and inclusion in thought, practice, and curricular content. Social and cultural experiences uniquely influence the learning experience, so a plurality of perspectives should be represented in educational material and seen in the classroom. Cases on Diversity, Equity, and Inclusion for the Health Professions Educator serves as a tool to enhance the structure and competencies of learners in health professions. This case book engages both learners and educators in health professions in robust discussions that serve to enhance awareness and knowledge around these issues with the expectation that knowledge will translate into practices that eventually reduce health inequities. Covering topics such as ableism, barriers to healthcare access, and mental health stigma, this case book is an indispensable resource for health professionals, educators and students in the health professions, hospital administrators, medical librarians, sociologists, government officials, researchers, and academicians.

Today, there is a significant need for healthcare professionals across disciplines and sectors as the world faces unprecedented health challenges and adopts innovative healthcare technologies. Despite this demand for a competent and eager healthcare workforce, the education and processes to becoming a qualified healthcare professional are complex and intricate, which may turn people away from this path due to confusion, fear, or doubt. In order to encourage and support those involved in medical education, further study on the best practices and challenges of developing confident and capable health professionals is required. The Handbook of Research on Developing Competencies for Pre-Health Professional Students, Advisors, and Programs provides insight into the critical skills and expertise essential for those interested in pursuing employment in healthcare as well as current procedures and training to support them during their academic and professional careers. Covering topics such as lifelong learning skills, healthcare professions, and strategic learning, this major reference work is crucial for advisors, nurses, healthcare professionals, academicians, researchers, practitioners, scholars, instructors, and students.

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