Those interviewees who reported being less involved in the process or that it was someone else's idea often described the EFHIA as inappropriately looking at options and implementation recommendations, whereas they had expected the EFHIA would focus on technical assessment, rather than focusing on implementation, or act as a "learning activity" (a phase used by four interviewees).
As mentioned by Tess (2013), we also believe that bringing more scholarship into the implementation of technology as a learning resource is necessary.
Applying modern technology to make the formative tests more attractive for students could enhance the implementation of formative testing as a learning tool.
Applying modern technology to make the formative tests more attractive for students could help in the implementation of formative testing as a learning tool for (bio) medical teaching.
The researchers and educators have recognized the importance of getting insights into the mobile learning in the informal contexts, but challenges on the curriculum design and implementation, as well as the assessment of students' learning process exist.
We discuss the impact of legal, financial, and resource constraints on plan implementation as well as outcomes and lessons learned from planning and early implementation.
Curricular design and implementation as a site of teacher expertise and learning.
We note that, in more than 38,000 words of interview content, the word "governance" was mentioned only twice, once as an unanticipated additional requirement for implementation and once as a lesson learned after implementation.
Finally, recommendations for the learning environment include: recognise the institutional culture as key to implementation; ensure a safe learning environment; foster links between training programmes and hospital improvement activities; and provide adequate financial support to fund the programme.
