{'fraction_non_alphanumeric': 0.037037037037037035, 'fraction_numerical': 0.0, 'mean_word_length': 5.407894736842105, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Low fidelity, high quality: a model for e‐learning

Background:  E‐learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e‐learning has been widely studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e‐learning is effective, rather than discussing innovations to allow clinical educators to ask ‘how’ and ‘why’ it is effective, and to facilitate local reproduction.