Design features such as straightforward access, mobile-ready platforms, self-paced modular formats, and scenario-based content are reported facilitators of e-learning implementation¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Facilitators included design features supporting accessibility and ease of use, adaptability such as self-paced modular formats, and perceived usefulness for professional roles. → Jørgensen Louise Bidstrup 2026

Evidence¶

Jørgensen Louise Bidstrup 2026¶

Jørgensen Louise Bidstrup, Jensen Jette Nygaard, Clausen Caroline Skovsbo, Kousgaard Marius Brostrøm, Arnold Sif Helene. (2026). Barriers and facilitators to implementing e-learning for infection management in primary care: a scoping review. BMC Primary Care. https://doi.org/10.1186/s12875-026-03385-4

q2 · i? · review · r3

Scoping review synthesis of facilitators across the included studies, mapped to CFIR Innovation, Inner setting, and Individuals domains. The review lists "straightforward access, mobile-ready platforms, brief interactive scenarios" as facilitators. No effect sizes reported.

"facilitators included design features that supported accessibility and ease of use (e.g., straightforward access, mobile-ready platforms, brief interactive scenarios) [27–30], adaptability (e.g., self-paced modular formats) [27–29], and perceived usefulness for professional roles [28–30]."

Discussion¶

Related Claims¶

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• Teachers found Hero Elementary playlist hands-on activities easy to implement because materials were supplied and prepped. — related
• Technological prerequisites such as internet access and device availability were identified only by the South African panel, with equity of education as a distal outcome — related
• Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category — related
• Barriers to implementing e-learning for infection management in primary care include misalignment with participants' expertise, platform complexity, and IT infrastructure challenges — related
• Reported implementation determinants for e-learning on infection management in primary care map mainly to the CFIR Innovation and Individuals domains — related
• Available online SR/MA courses lack self-paced, experiential, expert-feedback features — a narrower finding that bears on this claim