E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient content management system, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support.

Internet based technologies permit the widespread distribution of digital content to many users simultaneously anytime and anywhere. For busy HCPs the ability to study when they can or need the information is highly desirable. This convenience factor coupled with the
benefits that come from using a content management system such as standardizing course content and delivery, automated tracking and
reporting of learners’ activities lessen the administrative burden on CME providers. Moreover, internet based content management
systems can be designed to include outcomes assessment to determine whether learning has occurred and direct learners to other areas for further information of clarification if needed. These advantages in learning enhancement are perhaps less well recognized but potentially more revolutionary to those related to learning delivery. For HCPs learning online offer CME providers and accreditation agencies a new paradigm based on adult learning theory, which states that adults learn by relating new learning to past experiences, by linking learning to specific needs, and by practically applying learning to real world clinical parameters, resulting in more effective and efficient learning experiences.

The primary purpose of CME is to help keep practitioners up-to-date with content knowledge and procedures related to areas of practice. The introduction of online CME via the Internet provides opportunities to address the challenges faced by both HCPs and CME providers.
For HCPs, the Internet provides an effective way to access the latest information, technology, and procedures in a place and time that is of convenience to them, and when they require it in essence just-in-time learning. Internet based technology also offers educational providers another delivery format option to provide a service to their students. The evolution of online CME is reliant on the ongoing evaluation of the learners’ needs and experiences. In effect online CME offers the potential to affect how HCPs learn, whilst improving the quality of that learning through peer-assisted learning and mass-dissemination of a shared knowledge base.