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Healthcare professional education is expensive and there is growing interest in developing methods of medical education that will maximise outcomes for a given spend.1 E-learning is one method that could deliver low-cost and high-value healthcare professional education but there is little evidence that it can actually do this, and until now there has also been little interest in how learners perceive the value of e-learning in light of its cost.
There is some evidence that UK general practitioners (GPs) perceive value in e-learning through linking e-learning to clinical practice; that they value the convenience of e-learning; that they see their investment of resources and time in e-learning as worthwhile largely because they gained new knowledge and that appraisal is a strong motivator.2 However, UK GPs are just one single user group and their perceptions of the cost and value in e-learning may not be the same as other user groups. This paper reports an evaluation of the perceptions and views of junior doctors with regard to the cost and utility of an e-learning resource—BMJ Learning.
UK junior doctors who are users of BMJ Learning were asked by email to take part in an evaluation as to the cost and utility of the e-learning. The methodology …
Competing interests KW works for BMJ Publishing Group, which produces BMJ Learning.
Provenance and peer review Not commissioned; internally peer reviewed.
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