Background Within a clinical context e-learning is comparable to traditional approaches of continuing medical education (CME). However, the occupational health context differs and until now the effect of postgraduate e-learning among occupational physicians (OPs) has not been evaluated.Aim To evaluate the effect of e-learning on knowledge on mental health issues as compared to lecture-based learning in a CME programme for OPs.Methods Within the context of a postgraduate meeting for 74 OPs, a randomized controlled trial was conducted. Test assessments of knowledge were made before and immediately after an educational session with either e-learning or lecture-based learning.Results In both groups, a significant gain in knowledge on mental health care was found (P < 0.05). However, there was no significant difference between the two educational approaches.Conclusion The effect of e-learning on OPs' mental health care knowledge is comparable to a lecture-based approach. Therefore, e-learning can be beneficial for the CME of OPs.

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Background: Evidence-Based Medicine (EBM) is an important method used by occupational physicians (OPs) to deliver high quality health care. The presence and quality of a knowledge infrastructure is thought to influence the practice of EBM in occupational health care. This study explores the facilities in the knowledge infrastructure being used by OPs in different countries, and their perceived importance for EBM practice.

Objective An intervention existing of an evidence-based medicine (EBM) course in combination with case method learning sessions (CMLSs) was designed to enhance the professional performance, self-eYcacy and job satisfaction of occupational physicians. Methods A cluster randomized controlled trial was set up and data were collected through questionnaires at baseline (T0), directly after the intervention (T1) and 7 months after baseline (T2). The data of the intervention group [T0 (n = 49), T1 (n = 31), T2 (n = 29)] and control group [T0 (n = 49), T1 (n = 28), T2 (n = 28)] were analysed in mixed model analyses. Mean scores of the perceived value of the CMLS were calculated in the intervention group. Results The overall eVect of the intervention over time comparing the intervention with the control group was statistically signiWcant for professional performance (p < 0.001). Job satisfaction and self-eYcacy changes were small and not statistically signiWcant between the groups. The perceived value of the CMLS to gain new insights and to improve the quality of their performance increased with the number of sessions followed. Conclusion An EBM course in combination with case method learning sessions is perceived as valuable and oVers evidence to enhance the professional performance of occupational physicians. However, it does not seem to inXuence their self-eYcacy and job satisfaction.

Samenvatting Dit artikel beschrijft de praktische en technische kwaliteit van drie vragenlijsten die angst-en depressiesymptomen meten. Het zijn de veelgebruikte Vierdimensionale Klachtenlijst (4DKL), de Hospital Anxiety and Depression Scale (HADS) en de Depressie Angst Stress Schaal (DASS). Deze vragenlijsten kunnen de bedrijfsarts ondersteunen in de herkenning van angststoornissen en depressie bij werknemers die verzuimen door een psychische aandoening. Om de kwaliteit van de drie lijsten in dit opzicht te beoordelen, zijn recente studies naar de kwaliteiten van deze lijsten bij actief werkenden en werknemers die verzuimen door een psychische aandoening samengevoegd en geanalyseerd. De drie lijsten blijken betrouwbaar en valide angst en depressie te meten. Bovendien blijken de HADS en de DASS gebruikt te kunnen worden om bij werknemers die verzuimen door een psychische aandoening, angststoornissen en depressie uit te sluiten. InleidingDe bedrijfsarts speelt een centrale rol in de begeleiding van werknemers die verzuimen door psychische aandoeningen. Werknemers hervatten sneller wanneer de bedrijfsarts hen volgens de NVAB-richtlijn 'psychische klachten' begeleidt.

ObjectivesAlthough evidence-based medicine (EBM) is a useful method for integrating evidence into the decision-making process of occupational physicians, occupational physicians lack EBM knowledge and skills, and do not have the time to learn the EBM method. In order to enable them to educate themselves at the time and place they prefer, we designed an electronic EBM course. We studied the feasibility and utility of the course as well as its effectiveness in increasing EBM knowledge, skills, and behaviour.MethodsOccupational physicians from various countries were included in a within-subjects study. Measurements were conducted on participants' EBM knowledge, skills, behaviour, and determinants of behaviour at baseline, directly after finishing the course and 2 months later (n = 36). The feasibility and utility of the course were evaluated directly after the course (n = 42).ResultsThe course is applicable as an introductory course on EBM for occupational physicians in various countries. The course is effective in enhancing EBM knowledge and self-efficacy in practising EBM. No significant effect was found on EBM skills, behaviour, and determinants of behaviour. After the course, more occupational physicians use the international journals to solve a case.ConclusionAn electronic introductory EBM course is suitable for occupational physicians. Although it is an effective method for increasing EBM knowledge, it does not seem effective in improving skills and behaviour. We recommend integrating e-learning courses with blended learning, where it can be used side by side with other educational methods that are effective in changing behaviour.

Expertise on work and health topics is the foundation for the added value of occupational health (OH) professionals to the health of the working population. Professionals should therefore practice in accordance with high quality standards and latest evidence. As adequate knowledge management and a supportive knowledge infrastructure is needed, OH professionals can discuss opportunities to strengthen both. Occupational health services ought to offer ICT facilities, stimulate organizational conditions and human resource development to implement evidence-based practice. On national level a portal including a virtual library, tailor-made for occupational health, providing access to high quality websites, abstracts and full text articles and books, is a backbone for further developments. Expert groups on various topics can function as

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