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eEducation and eHealth: A Call for Action

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eHealth, Care and Quality of Life

Abstract

Education has a crucial role in the development and implementation of eHealth systems. The spread of knowledge among the different stakeholders involved in those process is crucial, provided that the correct target and the proper educational models are chosen. In a continous mutating scenario like the one of the ICT is, a traditional approach cannot be suitable: educational methods created when these technologies were still not known may be inapplicable for the current issues. On the other hand, the role of those same technologies, and the implications that their application in health-related contexts, have to be properly understood in order to take real advantages form them, avoiding a waste of resources. Yet, education cannot be intended only for those professionals that work within health or ICT frameworks. In fact, because health affects every human beings on the planet, the spread of knowledge has to be for everyone. It means that a common and proved way to reach the educational targets have to be found, so that a proper information, education, and formation can be delivered to all the actors involved. In this text, some of the main features of the educational actions needed to meet those standards are presented. In addition, the threats that lie in the same new technologies have been considered, as well as the possible menaces that come from the several visions of what medical and health education is or is supposed to be.

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Notes

  1. 1.

    Those two different issue (e–H-Edu = e-Health Education and e-Edu = use of ITC tool for training and education) can coexist, but the results are controversial: this is particularly true when we consider the self-learning, as the one that made use of the Internet. This question will be briefly presented later in this chapter.

  2. 2.

    To give birth and bring up someone.

  3. 3.

    The verb “to form” in is general meaning can be considered a synonimus of the verb “to educate”, intended as the act of moulding a pupil’s attitude toward the object of the education (cfr. Henry James, “The turn of the screw”, Chap. 1).

  4. 4.

    This is not related with an idea of homologation. It also do not mean as well, that those principles that have already been given for granted or that for which there is a shared agreement have to be taught first, leaving aside all the rest. The idea of educational coherence can and have to coexist with the idea of dialectic and confrontation of different notions.

  5. 5.

    Medical School generally made use of different approaches, as evaluation tests, examination, questionnaires, or specific evaluation assessment of the clinical skills like the OSCE  (Objectively Structured Clinical Examination).

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Authors and Affiliations

  1. EuroGenLab and Caravelli Laboratory, Via Zamboni 8, 40139, Bologna, Italy

    Antonio V. Gaddi

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  1. Antonio V. Gaddi
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Correspondence to Antonio V. Gaddi .

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Editors and Affiliations

  1. Università degli Studi di Bologna, Bologna, Italy

    Antonio Gaddi

  2. CERN, Liverpool, United Kingdom

    Fabio Capello

  3. Health, Medicine and Life Sciences, University of Maastricht, Maastricht, The Netherlands

    Marco Manca

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Gaddi, A.V. (2014). eEducation and eHealth: A Call for Action. In: Gaddi, A., Capello, F., Manca, M. (eds) eHealth, Care and Quality of Life. Springer, Milano. https://doi.org/10.1007/978-88-470-5253-6_11

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  • DOI: https://doi.org/10.1007/978-88-470-5253-6_11

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