Continuing Medical Education for Air Medical Providers

Miller, Jenna; Thammasitboon, Satid; Hsu, Deborah; Shah, Manish I.; Minard, Charles G.; Graf, Jeanine M.

doi:10.1097/pec.0000000000000416

Cited by 10 publications

(24 citation statements)

References 15 publications

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“…Five randomised controlled trials (RCTs) generated the highest level of evidence (level II). Lower levels of evidence emerged from: five pre–post‐test studies, two prospective cohort studies, two quasi experimental studies, one mixed‐methods study, one time series analysis and one standardised patient study …”

Section: Resultsmentioning

confidence: 99%

“…Eleven studies measured knowledge acquisition (i.e. through changes in participants’ pre‐ and post‐intervention test scores), with 10 studies reporting significantly increased topic‐specific knowledge post‐intervention (Table ) …”

Section: Resultsmentioning

confidence: 99%

“…One study reported a sustained and statistically significant increase in cancer nurses’ self‐perceived knowledge of pain assessment and a pain assessment tool 10 weeks after completion of an online spaced education module (p < 0.001) . A second study reported higher post‐test scores compared to baseline at 12 months after a combined face to face workshop and spaced education module targeting management of paediatric respiratory distress and failure, but this was not statistically significant (p = 0.08) …”

Section: Resultsmentioning

confidence: 99%

“…Only two studies were informed by theory. One study used the Kolb learning cycle to design the experiential learning content and the other employed Michie's Behaviour Change Wheel to inform the intervention content . The latter reported an increased frequency of pain score documentation and quality of pain assessment documentation by cancer nurses .…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

et al. 2019

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Context Ensuring clinical practice reflects current evidence is challenging given the rapid proliferation of new knowledge. Changing entrenched clinical behaviours and facilitating the adoption of best practice evidence requires a range of strategies, including affordable, scalable and effective continuing professional development (CPD). Yet, identifying the CPD delivery method most likely to effectively change and improve patient outcomes is difficult given the variability in the evidence for different learning approaches. Although there is moderate level evidence for outreach education, audit and feedback, and face‐to‐face or online learning, little is known about the capacity of spaced education to change ineffective clinical practice(s). Spaced education harnesses the power of spacing, repetition and testing learning content to increase topic‐specific knowledge. Although spaced education is widely used in undergraduate and postgraduate medical programmes, its effectiveness as a CPD delivery method that improves patient outcomes is less certain. Aim To determine the effectiveness of the spaced education CPD programmes to change targeted clinical knowledge and practice(s) to improve patient outcomes. Method A systematic review, appraising the spaced education CPD evidence generated from searching six specialist medical and psychosocial databases. Studies published in English peer‐reviewed journals from 1 January, 2000 to 31 August, 2018 were eligible for inclusion. A modified Kirkpatrick four levels of evaluation framework assisted with appraising the effect of spaced education CPD interventions on clinicians and patients. Results Of the 2396 studies identified, 17 met the inclusion criteria, involving 2701 practising clinicians from multiple disciplines and specialties. Five randomised controlled trials generated level II evidence, with the remaining 12 studies generating lower levels of evidence. The majority of studies (n = 14) involved the delivery of online spaced education. All studies were evaluated using the modified Kirkpatrick four levels of evaluation framework with: 10 studies demonstrating significant increases in participants’ knowledge; seven studies reporting significant changes in clinician behaviour; four studies showing significant increases in clinician confidence; and three studies identifying significant and sustained increases in participants’ clinical skills. Only two studies reported positive improvements in patient outcomes. Conclusion Spaced education via an online platform offers a scalable CPD format that can increase clinical knowledge and change practice. However, further adequately powered randomised controlled trials are required to confirm that spaced education CPD can impact positively on patients’ reported outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

et al. 2019

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“…Almost half of the empirical research articles (n = 48, 47%) did not explicitly mention a theoretical framework. In total, nine theoretical frameworks were mentioned in the remaining studies of which the Spacing effect (n = 40) and Testing effect (n = 31) were named most often. Other frameworks were Cognitive Load Theory (n = 4), Desirable Difficulties Theory (n = 2), Retrieval hypothesis (n = 2), Total‐time hypothesis (n = 2), Learning Theory (n = 1), Metacognitive Theory (n = 1) and Kolb's Experiential Learning Theory (n = 1).…”

Section: Resultsmentioning

confidence: 99%

Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Challenges of helicopter emergency medical service: A qualitative content analysis in Iranian context

Sorani

Tourani

Khankeh

et al. 2018

Health Policy and Technology

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Continuing Medical Education for Air Medical Providers

Cited by 10 publications

References 15 publications

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

Conceptualising spaced learning in health professions education: A scoping review

Challenges of helicopter emergency medical service: A qualitative content analysis in Iranian context

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