e-Training

Electronic learning or eLearning refers to computer-enhanced learning. It uses Internet technologies to deliver a broad array of approaches that enhance learners’ knowledge and performance.  It is usually associated with the field of advanced learning technology, which deals with both the technologies and associated methodologies in learning.

The e-Learning and e-Training programs for which HSeT offers its distance learning expertise and support are highly interactive, personalized, and customized for the specific needs of workshops, courses, summer schools or master programs. We named our approach COLT for Customized OnLine Training.

COLT offers the ability to tailor teaching to the needs of each individual student in a way that would be impractical in a system designed for large audiences. The implementation of different processes for selecting and organizing activities before, during and after face-to-face sessions provides a paradigm shift for a more sustainable uptake and translation of knowledge. COLT courses are customized  as requested by the organizers of the training program.

Our concept

HSeT’s Philosophy

Since its inception, HSeT has been at the forefront of transforming medical education through digital innovation. The organization’s journey began with the pioneering development of “Immunology Online,” its first eLearning program. This initiative emerged from a collaboration between the Federated Swiss Medical Schools and the Swiss Virtual Campus, marking a significant milestone in the adoption of web-based teaching methodologies.

HSeT’s philosophy centers on leveraging digital technology to enhance educational accessibility, interactivity, and customization. Immunology Online demonstrated the potential of this approach, showing how digital platforms can transcend traditional educational boundaries, facilitate remote learning, and provide dynamic, up-to-date content to a wide audience. Its adaptive structure allowed students to engage with material at their own pace, test their knowledge through interactive assessments, and access a continuously updated library of scientific resources.

The impact of HSeT’s philosophy extends beyond individual programs, influencing broader educational strategies and policies and advocating for globally integrated, learner-centered education systems. HSeT moves beyond electronic textbooks by creating customized websites that offer several advantages: 

    • High-quality animations to convey complex concepts
    • Innovative pedagogical techniques
    • Blended learning combining eLearning with face-to-face instruction
    • Highly adaptable Learning Management Systems (LMS) and Content Management Systems (CMS)
Advantages of eLearning
A way to renew teaching:

eLearning revitalizes the educational experience by combining text, animation, video, and simulation to explain complex concepts—an approach particularly effective in biomedical sciences.

Flexibility and convenience:

Digital learning provides students with access to a diverse panel of experts and fosters interactions across cultural and professional contexts. Trainees can learn from anywhere with an internet connection and progress at their own pace.

An investment in education:

Institutions adopting eLearning recognize that it requires initial investments in content development, web design, training dissemination, and site maintenance. However, these investments support increased accessibility to up-to-date training and capacity-building efforts. Costs decline as more trainees use the materials, and eLearning initiatives are projected to reach €40 million in the coming years, primarily supporting lifelong learning programs.

Type of training

Customized Websites

Customized websites are designed to meet the specific needs of distinct learner groups, as defined by institutions or organizations. These sites are password-protected to ensure secure access. Below is a list of websites developed by HSeT for various partners.

Swiss organizations

Pregraduate training
Postgraduate training

 

International  organizations

Pregraduate training
Postgraduate training

 

HSeT Short courses

Why are HSeT certified courses unique?
HSeT certified courses are designed to provide a distinctive and enriching learning experience.

Trainees may choose between fully online (e-learning) or blended-learning formats, depending on their preferences and needs. Regardless of the format selected, every learner benefits from personalized support throughout their training journey. Upon successful completion, participants receive a certificate issued and signed by members of HSeT.

Key advantages:
    • Personalized guidance from members of the HSeT Academy
    • Certificate issued by a Swiss Foundation
    • More 20 years of expertise in e-learning
    • High flexibility in managing study time
    • Modular learning structure
    • Scholarships available
    • Become part of the HSeT community

Data science with focus on life science and medicine

Data science with focus on engineering
(Under construction)

Introduction to biopharmacy
(Under construction)

Publications

Selected references
  • The Higher Education Business: the Winning Recipe and the Digital Degree,  The Economist June 2014 >PDF
  • Ghirardin B. E-learning methodologies: A guide for designing and developing e-learning courses, FAO 2011. >PDF
    This guide was prepared in the context of the FAO Trust Fund Project GCP/GLO/279/GER entitled: « Improving the abilities of Regional Organizations to develop, implement and monitor food security training programmes ».
  • Aggarwal R, Gupte N, Kass N, Taylor H, Ali J, Bhan A, Aggarwal A, Sisson SD, Kanchanaraksa S, McKenzie-White J, McGready J, Miotti P, Bollinger RC. 2011. A comparison of online versus on-site training in health research methodology: a randomized study.BMC Med Educ. 11:37. >PDF
    On-line and on-site training formats led to marked and similar improvements of knowledge in Biostatistics and Research Ethics. This, combined with logistical and cost advantages of on-line training, may make on-line courses particularly useful for expanding health research capacity in resource-limited settings.
  • Choules AP. 2007. The use of elearning in medical education: a review of the current situation. Postgrad Med J 83:212-216. >PDF
    This article endeavours to review the current « state of the art2 in use of elearning and its role in medical education alongside non-electronic methods-a combination that is currently referred to as « blended » learning.
  • Ruiz J.G., Candler C., Teasdale T.A. 2007. Peer reviewing eLearning: opportunities, challenges, and solutions. Acad. Med. 82:503-507. >PDF
    The authors contrast peer review of eLearning materials with that of print materials, describe peer review issues regarding eLearning materials, propose approaches to address the challenges of peer review of eLearning materials, and outline directions for refinement of the eLearning peer review process.
  • Chan C.H., Robbins L.I. 2006. eLearning systems: promises and pitfalls. Acad Psychiatry. 30:491-7. >PDF
    The authors review the Instructional System Design process, focusing on ADDIE (Analysis, Design, Development, Implementation, and Evaluation) and discuss two representative eLearning projects used in psychiatric education, discussing the planning, work, and assessment required and then draw conclusions about the role of eLearning systems should have within the broader context of teaching and learning
  • Rathod P, Kämppi P. 2025. Improving Online and E-Learning Education Through Train-the-Trainer Model: A Case Study of European Innovation Project ECOLHE. European Journal of Education  >PDF
    The quality of online and e-learning is crucial for ensuring that students in European higher education have access to high-quality education and are prepared for the future workforce. The Train-the-Trainer (TTT) model and implementation approach can play a crucial role in improving the quality of online and e-learning by providing educators with the skills and knowledge they need to design, deliver and evaluate practical online and e-learning courses.

 HSeT publications

  • Debard N., Py P., Kraehenbuhl J.P., Fuchs J. 2005. The influence of the Internet on immunology education. Nature Reviews Immunology 5:736-740. >PDF
    Nathalie Debard and colleagues describe the advantages and challenges of developing eLearning approaches toteach basic and applied immunology.
  • Rossier M. 2009. A Concept for eLearning postgraduate and continuous education in laboratory medicine, Pipette, 06: 16-19. >PDF
  • Rossier M. 2010. Hematology Training Center Pipette, 05: 12-15. >PDF
  • Boeynaems, Canivet C, Chan A, Clarke MJ, Cornu C, Daemen E Demotes J, De Nys K, Hirst B, Hundt F, Kassai B , Kerpel-Fronius S, Kiessig S, Klech, H, Kraehenbuhl JP, Lafolie P, Lucht M, Nies D, Pauli-Magnus C, Peters B, Schaltenbrand R, Stockis A, Stykova M, Verheus N and Klingmann I. 2013. A European approach to clinical investigator training. Front Pharmacol. 4:112. >PDF
    A better education and training of clinical investigators and their teams is one of the factors that could foster the development of clinical research in Europe, a key objective of the Innovative Medicines Initiative (IMI). PharmaTrain (an IMI programme on training in medicines development), and European Clinical Research Infrastructures Network (ECRIN) have joined forces to address this issue.
  • Rossier B.C., Kraehenbuhl J.P., Rossier M. 2014. Place de l’enseignement à distance dans l’éducation et la formation du chercheur,  Médecine/Science 30: 603-4. . >PDF
    Bernard Rossier and colleagues describe two eTraining approaches: Massive Open Online Courses (MOOC) and Customized OnLine training (COLT), the latter being extensively used by the HSeT Foundation
  • Bourhy H, Troupin C, Faye O, Meslin FX, Abela-Ridder B, Sall AA, Kraehenbuhl JP. 2015. Customized online and onsite training for rabies control officers .Bull World Health Organ. 2015 93:503-506. >PDF
    A combination of customized online (COLT) and onsite training is suitable for teaching disease-control personnel in low-income countries. Participation in COLT-based courses enables trainees to advocate for the development of national disease-control strategies. Mentoring is needed to develop a strong network of experts in similar settings.
  • Anderle P, Huynh-Do U. Educating Scientists in Translational and Entrepreneurial Medicine: Unmet Needs and Challenges. Technology Transfer and Entrepreneurship, 2017, 4, 126-131. In this review, the need for translational and entrepreneurial medicine and its challenges are discussed, The available educational programs in translational medicine in terms of their curriculum, but alsopedagogical concepts are described. A new program in translational and entrepreneurial medicine has been developed by the newly created Swiss Institute for Translational and Entrepreneurial Medicine in collaboration with the Health Sciences eTraning (HSeT) Foundation. >PDF
  • Rossier BC, Rossier M, Kraehenbuhl JP. 2019. COLT a new weapon to disseminate knowledge: E-Learning tools for hypertension. In “Aldosterone/Mineralocorticoid Receptor Cell Biology to Translational Medicine” Ed. Jaisser F and Harvey B. An Intech Open Access Book https://www.intechopen.com
  • Rossier B, Anderle P, Debard, N, Huynh-Do U, Rossier M, Kraehenbuhl J.P. 2019, Enseignement à distance dans le curriculum de médecine en Suisse. Swiss Medical Forum 4324 713-720 >PDF
  • Bernard C. Rossier, Michelle Rossier and Jean-Pierre Kraehenbuhl. COLT: a new weapon to disseminate knowledge: E-Learning tools for hypertension. 2019.  In « Aldosterone/Mineralocorticoid Receptor Cell Biology to Translational Medicine » Chapter 2.  Eds. Jaesser F and Harvey B. Intech Open. >PDF
  • Rafaela F. da Silva, Fiona Ecarnot, Jane Barratt, Joel Belmin, Jean-Pierre Kraehenbuhl, Jean-Pierre Michel. Arch Gerontol Geriatr 2025 136:105896. >PDF
    Evaluation of two-time zones online training to transform older people’s care: This paper reports the evaluation by trainees of the innovative online education initiative known as the e- TRIGGER (e-TRaining In Gerontology and Geriatrics) program, which targets healthcare professionals working with older adults in Africa, the Middle East, and Europe (AFMEE course) and in Asia-Oceania (ASIO).