Journal of Continuing Education in the Health Professions (05/06/25) Kaas-Mason, Sanne; Whitehead, Cynthia; Ng, Stella; et al.

Emerging research into how knowledge is shared and developed within Project ECHO is key to understanding how technology-enabled education can effectively facilitate the dissemination of expertise, particularly in healthcare settings where specialists can reach a wider audience and support remote practitioners in managing complex cases, ultimately improving patient care across geographically diverse areas. Using a narrative review methodology of published literature, focusing on Project ECHO in Canada, researchers selected 45 articles and one book chapter for inclusion in this study. The data reflect "an implied awareness of dynamics of power and a desire to counter such dynamics," according to the study authors. "This is visible in the desire to mitigate a hierarchical differentiation between participants by using teaching and learning theories, a pedagogical design and processes of interaction that favour participation, and by using technology that allows participants to join from across vast geography." Incorporating both a critical perspective and a sociomaterial lens in the future will lead to a better and more comprehensive understanding of educational innovations that are enabled by technology.

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