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Postgraduate medical education has been making increasing use of virtual learning environments (VLE), with several popular platforms such as Moodle and Blackboard representing the largest components of the educational environment, and bespoke solutions forming the remainder platforms.1–3 These have been used to deliver content in a blended or hybrid manner, and occasionally as the primary mode of delivering content. The use of these VLEs carries significant advantages, primarily around the increased access to linked educational resources.4 The increased access has been theorised to enable a more flexible approach to study, which may lend itself to the postgraduate medical education setting, particularly where learning may be carried out alongside clinical commitments. Mobile technology, which offers enhanced flexibility, has encountered difficulties in being incorporated into these systems.
It has been argued that technological advances have enabled new methods of delivering content, evolving towards a more comprehensive medium of delivery for the content. The increased flexibility has translated into a widening of access to a variety of courses ranging up to the level of recognised formal postgraduate qualifications from multiple institutions, as well as the massive online-only courses. Online delivery of education in the postgraduate medical context has been demonstrated to both enhance and develop the knowledge base, as well as positively impact on practice, …
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