Can distance learning improve smoking cessation advice in family practice? A randomized trial

Young, Jane; Ward, Jeanette

doi:10.1002/chp.1340220204

Cited by 11 publications

(16 citation statements)

References 27 publications

(30 reference statements)

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“…All included studies were published in English. In addition, 7 studies focused on postregistration health professionals—3 were restricted to doctors [26,29,34] and 4 included mixed populations of doctors and other health professionals [27,31,35,36]. The remaining 4 studies included preregistration health professionals—2 studies included medical students [33,37] and 2 included pharmacy students [30,32].…”

Section: Resultsmentioning

confidence: 99%

“…The remaining 4 studies included preregistration health professionals—2 studies included medical students [33,37] and 2 included pharmacy students [30,32]. Furthermore, 10 studies were conducted in high-income countries, 2 in Australia [26,34], 6 in the United States [29,31-33,35,36], and single studies in the United Kingdom [27] and Switzerland [37]. In addition, 1 study was conducted in Thailand, a middle-income country [30].…”

Section: Resultsmentioning

confidence: 99%

“…Full texts of potentially relevant articles were obtained and independently assessed for inclusion by 2 reviewers (MS and SB). Where data were missing or incomplete, authors were contacted for additional information [26,27]. Any disagreements were resolved through discussions between the 2 reviewers with a third reviewer acting as an arbiter (RB).…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration

Semwal¹,

Whiting²,

Bajpai³

et al. 2019

J Med Internet Res

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BackgroundTobacco smoking, one of the leading causes of preventable death and disease, is associated with 7 million deaths every year. This is estimated to rise to more than 8 million deaths per year by 2030, with 80% occurring in low- and middle-income countries. Digital education, teaching, and learning using digital technologies have the potential to increase educational opportunities, supplement teaching activities, and decrease distance barriers in health professions education.ObjectiveThe primary objective of this systematic review was to evaluate the effectiveness of digital education compared with various controls in improving learners’ knowledge, skills, attitudes, and satisfaction to deliver smoking cessation therapy. The secondary objectives were to assess patient-related outcomes, change in health professionals’ practice or behavior, self-efficacy or self-rated competence of health professionals in delivering smoking cessation therapy, and cost-effectiveness of the interventions.MethodsWe searched 7 electronic databases and 2 trial registers for randomized controlled trials published between January 1990 and August 2017. We used gold standard Cochrane methods to select and extract data and appraise eligible studies.ResultsA total of 11 studies (number of participants, n=2684) were included in the review. All studies found that digital education was at least as effective as traditional or usual learning. There was some suggestion that blended education results in similar or greater improvements in knowledge (standardized mean difference, SMD=0.19, 95% CI −0.35 to 0.72), skill (SMD=0.58, 95% CI 0.08-1.08), and satisfaction (SMD=0.62, 95% CI 0.12-1.12) compared with digital education or usual learning alone. There was also some evidence for improved attitude (SMD=0.45, 95% CI 0.18-0.72) following digital education compared with usual learning. Only 1 study reported patient outcomes and the setup cost of blended education but did not compare outcomes among groups. There were insufficient data to investigate what components of the digital education interventions were associated with the greatest improvements in learning outcomes.ConclusionsThe evidence suggests that digital education is at least as effective as usual learning in improving health professionals’ knowledge and skill for delivering smoking cessation therapy. However, limitations in the evidence base mean that these conclusions should be interpreted with some caution.Trial RegistrationPROSPERO CRD42016046815; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=46815

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration

Semwal¹,

Whiting²,

Bajpai³

et al. 2019

J Med Internet Res

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“…One RCT found modest improvements in knowledge using a self-directed approach, but noted it was less effective at impacting attitudes or readiness to change [31]. …”

Section: Resultsmentioning

confidence: 99%

Effective in-service training design and delivery: evidence from an integrative literature review

Bluestone¹,

Johnson²,

et al. 2013

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BackgroundIn-service training represents a significant financial investment for supporting continued competence of the health care workforce. An integrative review of the education and training literature was conducted to identify effective training approaches for health worker continuing professional education (CPE) and what evidence exists of outcomes derived from CPE.MethodsA literature review was conducted from multiple databases including PubMed, the Cochrane Library and Cumulative Index to Nursing and Allied Health Literature (CINAHL) between May and June 2011. The initial review of titles and abstracts produced 244 results. Articles selected for analysis after two quality reviews consisted of systematic reviews, randomized controlled trials (RCTs) and programme evaluations published in peer-reviewed journals from 2000 to 2011 in the English language. The articles analysed included 37 systematic reviews and 32 RCTs. The research questions focused on the evidence supporting educational techniques, frequency, setting and media used to deliver instruction for continuing health professional education.ResultsThe evidence suggests the use of multiple techniques that allow for interaction and enable learners to process and apply information. Case-based learning, clinical simulations, practice and feedback are identified as effective educational techniques. Didactic techniques that involve passive instruction, such as reading or lecture, have been found to have little or no impact on learning outcomes. Repetitive interventions, rather than single interventions, were shown to be superior for learning outcomes. Settings similar to the workplace improved skill acquisition and performance. Computer-based learning can be equally or more effective than live instruction and more cost efficient if effective techniques are used. Effective techniques can lead to improvements in knowledge and skill outcomes and clinical practice behaviours, but there is less evidence directly linking CPE to improved clinical outcomes. Very limited quality data are available from low- to middle-income countries.ConclusionsEducational techniques are critical to learning outcomes. Targeted, repetitive interventions can result in better learning outcomes. Setting should be selected to support relevant and realistic practice and increase efficiency. Media should be selected based on the potential to support effective educational techniques and efficiency of instruction. CPE can lead to improved learning outcomes if effective techniques are used. Limited data indicate that there may also be an effect on improving clinical practice behaviours. The research agenda calls for well-constructed evaluations of culturally appropriate combinations of technique, setting, frequency and media, developed for and tested among all levels of health workers in low- and middle-income countries.

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“…Educational meetings can also be effective in alcohol‐ and other drug‐related health‐care settings. For example, randomised controlled trials have shown a tutorial plus feedback delivered in a community setting [12] and a distance learning module in a family practice [13] improved the delivery of smoking cessation advice. However, to ensure alcohol and other drug skills and knowledge gained from educational meetings are maintained over time, extended contact, follow‐up consultation, supervision and feedback are needed [14].…”

Section: Best Practice Trainingmentioning

confidence: 99%

Achieving professional practice change: From training to workforce development

Roche

Pidd

Freeman

2009

Drug and Alcohol Review

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Can distance learning improve smoking cessation advice in family practice? A randomized trial

Abstract: These modest changes are of uncertain educational value, inviting caution before recommending distance learning approaches to promote smoking cessation advice in family practice.

Cited by 11 publications

References 27 publications

Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration

Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration

Effective in-service training design and delivery: evidence from an integrative literature review

Achieving professional practice change: From training to workforce development

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