Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes

Taylor, Robert L.; Jung, Joanne; Loewen, Peter; Spencer, Carrie; Dossa, Anar; Lemos, Jane de

doi:10.4212/cjhp.v66i4.1271

Cited by 7 publications

(12 citation statements)

References 20 publications

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“…By the same token, equivalence or non-inferiority between the two methods could not be established due to the fact that there was no significant statistical difference in the educational outcome between CYPT and FLT in the superiority design [ 17 ]. To prove the hypothesis that student-led teaching was not inferior to faculty-led teaching, a non-inferiority study, which is now increasingly recognized as an effective methodological tool for professional healthcare education research [ 18 – 20 ], was required. In this study protocol, non-inferiority occurred when the lower limit of the 95% confidence interval (CI) for the difference in educational outcomes between the two teaching methods did not exceed the non-inferiority margin.…”

Section: Introductionmentioning

confidence: 99%

Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring

2017

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BackgroundCross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT.MethodsWe conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session.ResultsOne hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of −1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including ‘Benefits of CYPT’, ‘Reflections of tutees and tutors’ and ‘Comparison with faculty’, which affected the interactions among tutees, tutors, and faculty.ConclusionsCYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

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Section: Introductionmentioning

confidence: 99%

Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring

2017

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“…The interactive format was designed to facilitate engagement with the trainer, interest in content, and peer learning, collaboration (Herschell et al, 2010), and support (Taylor et al, 2013). …”

Section: Methodsmentioning

confidence: 99%

Provider Training to Screen and Initiate Evidence-Based Pediatric Obesity Treatment in Routine Practice Settings: A Randomized Pilot Trial

Kolko¹,

Kass²,

Hayes³

et al. 2017

Journal of Pediatric Health Care

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Introduction This randomized pilot trial evaluated two training modalities for first-line, evidence-based pediatric obesity services (screening and goal-setting) among nursing students. Method Participants (N=63) were randomized to Live Interactive Training (Live) or Web-facilitated Self-study Training (Web). Pre-training, post-training, and one-month follow-up assessments evaluated training feasibility, acceptability, and impact (knowledge, and skill via simulation). Moderator (previous experience) and predictor (content engagement) analyses were conducted. Results Nearly-all (98%) participants completed assessments. Both trainings were acceptable, with higher ratings for Live and participants with previous experience (p’s<.05). Knowledge and skill improved from pre-training to post-training and follow-up in both conditions (p’s<.001). Live demonstrated greater content engagement (p’s<.01). Conclusions The training package was feasible, acceptable, and efficacious among nursing students. Given that Live had higher acceptability and engagement, and online training offers greater scalability, integrating interactive Live components within Web-based training may optimize outcomes, which may enhance practitioners’ delivery of pediatric obesity services.

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“…They are increased knowledge and skills, access, information technology, transference of knowledge into practice, engagement, empowerment and confidence, and the need for support. The role of digital technology in rural health acknowledged how useful rural health professionals found online learning in terms of enhanced knowledge or skills or both (Abel et al, 2019;Bell and MacDougal, 2013;Berndt et al, 2017;Bond et al, 2018;Davies et al, 2013;DeSouza et al, 2020;Hills et al, 2010;Hunt-Smith and Butler, 2018;Lineker et al, 2019;Maguire et al, 2019;Regmi and Jones, 2020;Riley and Schmidt, 2016;Robinson et al, 2011;Sinclair et al, 2015;Sinclair et al, 2019;Taylor et al, 2013;Tchernegovski et al, 2014). Some studies found online learning to be as good as/or equivalent to face-to-face learning in relation to knowledge and satisfaction (for example, Berndt et al, 2017;Davies et al, 2013;Maguire et al, 2019;Taylor et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce

Ramsden

Colbran²,

Christopher

et al. 2021

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PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.

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Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes

Abstract: Background:The prevalence of online modules for continuing education in the health professions has been increasing in recent years. However, the effectiveness of online modules for pharmacist learning has not been thoroughly studied.

Cited by 7 publications

References 20 publications

Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring

Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring

Provider Training to Screen and Initiate Evidence-Based Pediatric Obesity Treatment in Routine Practice Settings: A Randomized Pilot Trial

The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce

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