Selected references

  • The Higher Education Business: the Winning Recipe and the Digital Degree,  The Economist June 2014 >PDF
  • 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.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. >PDF

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. 2009A 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

  • 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.

    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. >PDF

  • 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.

    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. >PDF

  • 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

  • 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