JMIR J Med Internet Res Journal of Medical Internet Research 1438-8871 Gunther Eysenbach Centre for Global eHealth Innovation, Toronto, Canada v1isuppl1e46 10.2196/jmir.1.suppl1.e46 Abstract MED3/343: Networked Learner Support in Continuing Medical Education Fox L 1 Dolman E 1 Hornby D 1 Lane P 1 O'Rourke A 1 Roberts C 1 Roscoe T 1 1 University of Sheffield Community Sciences Centre Sheffield UK Jul-Sep 1999 19 9 1999 1 suppl1 e46 Except where otherwise noted, articles published in the Journal of Medical Internet Research are distributed under the terms of the Creative Commons Attribution License (http://www.creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 1999 Introduction

This paper reports data from the second year of the WISDOM research project. This project has established a framework for the delivery of continuing medical education and professional development using information and communication technologies, with a particular focus on networked professional development (NPD) for clinical governance.

 Methods

An action research project.

 Results

The association of a web site providing resource materials (tutorials, electronic links and other information) with networking technologies, such as e-mail discussion groups and newsgroups, has been demonstrated to be effective in delivering curricula in informatics, evidence-based practice and reflective practice. The virtual classroom may be adapted to serve a number of objectives, and can be adapted to operate as a virtual conference and as a mechanism for research data collection methods, such as the Delphi methodology. The project's findings indicate that there is a need for a coherent policy of networked learner support (NLS) in such virtual classrooms. NLS includes:

support on the development of adult-learning and reflection skills in participants

active facilitation of learning within an adult-learning model

mechanisms for assessment which reflect adult learning approaches (for example, a portfolio approach or personal learning plan)

a mechanism for mentoring participants to enable them to achieve their learning objectives

 Conclusion

It is argued that NPD and NLS must be further researched if information and communication technologies are to be fully exploited as delivery mechanisms in professional development.

 Education, Medical, Graduate Information technology Networked Professional Development Networked Learner Support