Information and communication technologies are being increasingly used within both education and healthcare, requiring health professionals participating in continuing professional development (CPD) to possess appropriate e-learning skills, in order for them to access and benefit from the multiple advantages of these technologies. Although the literature identifies the importance of understanding the user perspective in order to inform course development, there is currently no clear consensus on exactly how online CPD courses should be delivered or designed. To facilitate this process in relation to a primary care-based certificate course in diabetes, which utilises information and communication technologies to facilitate student learning, an evaluation of student-perceived barriers and facilitators of e-learning was undertaken. This was used to inform both course design and the wider e-learning literature. Results revealed considerable variation in student motivation, expectation and training and support needs with regards to e-learning. In addition, three obstacles were identified including inadequate support, limited resources and course demands. Facilitators, in contrast, included integration with existing commitments, multiple course values and skill and confidence acquisition in e-learning. In order to respond to these observations a number of assessments must be conducted prior to course commencement focusing in particular upon course demands regarding e-learning and student knowledge, expectations of past experience and student attitudes and, finally, training and support needs. These assessments must recognise student individuality, variation in course structure and the value of acknowledging e-learning as a formal learning output. In addition, an assessment must be carried out of staff needs and attitudes to ensure that any change is facilitated at an organisational level. These suggestions have been incorporated into an algorithm illustrating the stages of evaluation and assessment required to ensure that the incorporation of e-learning into any course is carried out at a pace and level suited to student, staff and organisational need.
