Table 2 Results on codes, themes and levels of perceived barriers (B) and facilitators (F) for eHealth education according to teachers and students
Teachers | Students | |||||
|---|---|---|---|---|---|---|
Codes (n = 109) | Themes | Level | B | F | B | F |
26 | Unclear concept of eHealth | Innovation | X | X | ||
Lack of a quality mark and evidence for eHealth services. | X | X | ||||
17 | Capabilities of students on how to use eHealth | Individual student | X | X | X | X |
Attitude/behavior of students towards eHealth | X | X | X | |||
22 | Capabilities of teachers on how to use eHealth | Individual teacher | X | X | X | |
Attitude/behavior of teachers towards eHealth (education) | X | X | X | |||
14 | Inefficient use of expertise | Social context | X | X | ||
Communities of practice | X | |||||
Interprofessional collaboration/education | X | X | X | X | ||
20 | (Lack of) a shared vision within the organization | Organizational context | X | X | ||
Situational factors (e.g. lack of time, slow curricula changes) | X | X | ||||
10 | Financial aspects (e.g. no reimbursement, time and money investment) | Economic and political context | X | X | ||
Role of the government (e.g. quality mark for eHealth, reimbursement) | X | X | ||||
Role of profession bodies (e.g. provision of education for therapists) | X | |||||