EBM E-learning: Feasible and Effective for Occupational Physicians in Different Countries

Hugenholtz, N. I. R.; Sluiter, Judith K.; Dijk, F. J. H. van; Nieuwenhuijsen, Karen

doi:10.5491/shaw.2012.3.3.199

Cited by 11 publications

(22 citation statements)

References 29 publications

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“…The e-course is effective in enhancing EBM knowledge and self-efficacy in practicing EBM. 64 Evaluation studies show that occupational physicians provide better advice after a lecture-based EBM course in combination with case method learning sessions, compared with a control group. In addition, searches using this method have a good quality and lead to better choices regarding advised interventions.…”

Section: Education and Trainingmentioning

confidence: 99%

A Knowledge Infrastructure for Occupational Safety and Health

Dijk

Verbeek

Hoving

et al. 2010

Journal of Occupational &Amp; Environmental Medicine

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Occupational Safety and Health (OSH) professionals should use scientific evidence to support their decisions in policy and practice. Although examples from practice show that progress has been made in evidence-based decision making, there is a challenge to improve and extend the facilities that support knowledge translation in practice. A knowledge infrastructure that supports OSH practice should include scientific research, systematic reviews, practice guidelines, and other tools for professionals such as well accessible virtual libraries and databases providing knowledge, quality tools, and good learning materials. A good infrastructure connects facilities with each other and with practice. Training and education is needed for OSH professionals in the use of evidence to improve effectiveness and efficiency. New initiatives show that occupational health can profit from intensified international collaboration to establish a good functioning knowledge infrastructure.

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Section: Education and Trainingmentioning

confidence: 99%

A Knowledge Infrastructure for Occupational Safety and Health

Dijk

Verbeek

Hoving

et al. 2010

Journal of Occupational &Amp; Environmental Medicine

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“…Another study among occupational physicians [ 18 ] concluded that e-learning alone will increase EBM knowledge but it is not effective in increasing EBM skills and changing EBM behaviour. They recommended a blended learning course.…”

Section: Introductionmentioning

confidence: 99%

Learning results of GP trainers in a blended learning course on EBM: a cohort study

et al. 2015

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BackgroundGeneral practitioners (GPs) experience barriers to the use of evidence-based medicine (EBM) related to a negative attitude and to insufficient knowledge and skills. We therefore designed a blended learning intervention to develop the competence of GP trainers in EBM. This study investigated the effectiveness of this intervention in increasing the trainers’ EBM competencies (i.e. knowledge, skills, attitude and behaviour).MethodsIn total 129 GP trainers participated in the blended learning course on EBM consisting of four 3-h face-to-face meetings and an intensive preparatory e-course before each meeting over a 12-month period. The primary outcomes were changes in knowledge and skills (Fresno test), changes in attitude (McColl test) and intentions to change behaviour. Secondary outcomes were changes in self-rated knowledge, skills and attitude, and the relation between personal characteristics and changes in knowledge, skills and attitude. Data were collected before the start of the intervention (T0), at the end of the last day of the intervention (T1) and four months after the end of the intervention (T2).ResultsThe mean changes in scores on the Fresno test were ∆T1-T0 = 40.8 (SD ±36.7, p < .001) and ∆T2-T0 = 20.8 (±39.9, p < .001). The mean changes in scores on the McColl test were ∆T1-T0 = 2.2 (SD ±12.8, p = .16) and ∆T2-T0 = -.87 (±10.0, p = .49). Of the GP trainers, 16.7 % fulfilled their intentions to change in behaviour, 47.6 % partly fulfilled them and 35.7 % did not fulfil them at all. Female trainers scored significantly higher on the Fresno test after the intervention compared to male trainers. There was a weak positive correlation between self-rated knowledge and the scores on the Fresno test. A moderate correlation was found between the overall score on the McColl test and self-rated attitude.ConclusionAn intensive blended learning course on EBM for GP trainers induces an increase in knowledge and skills that, although decreased, remains after four months. Attitude and behaviour towards EBM show no differences before and after the intervention, although GPs’ intention to use EBM more often in their practice is present.

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“…E-learning is affordable, practicable and acceptable for OPs. The study of Hugenholtz et al found that an e-learning module for OPs about evidence-based medicine was effective in increasing the knowledge of OPs [ 33 ]. The e-learning in the intervention can consist of informative text, instruction texts and videos (example videos are included to demonstrate behavior), and knowledge quiz questions with standardized feedback.…”

Section: Resultsmentioning

confidence: 99%

Supporting Occupational Physicians in the Implementation of Workers’ Health Surveillance: Development of an Intervention Using the Behavior Change Wheel Framework

Los

Molen

Hulshof

et al. 2021

IJERPH

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Workers’ health surveillance (WHS) is an important preventive activity aimed at prevention of work-related diseases. However, WHS is not regularly implemented in some EU-countries. As occupational physicians (OPs) have to play an important role in implementation of WHS, this study aimed to develop an intervention to support OPs in implementation of WHS. The behavior change wheel framework (BCW) was used to develop the intervention. First, the problem was defined, and target behavior was selected by using results from a survey study among OPs. Subsequently, change objectives in target behavior were specified. Finally, appropriate intervention functions, behavior change techniques, and modes of delivery were identified to develop the intervention. Target behaviors were (1) OPs initiate WHS, and (2) OPs conduct preventive consultations with workers. OPs’ capabilities, and experienced opportunities were identified as change objectives. Intervention functions (education, training, enablement) and behavior change techniques (information about consequences, demonstration, instructions, behavioral practice, feedback on behavior, goal setting, action planning, reviewing goals) were selected to develop the intervention, delivered by face-to-face group training and e-learning. The proposed intervention consists of training and e-learning to support OPs in implementing WHS. Feasibility and effect of the intervention will be evaluated in future studies.

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EBM E-learning: Feasible and Effective for Occupational Physicians in Different Countries

Cited by 11 publications

References 29 publications

A Knowledge Infrastructure for Occupational Safety and Health

A Knowledge Infrastructure for Occupational Safety and Health

Learning results of GP trainers in a blended learning course on EBM: a cohort study

Supporting Occupational Physicians in the Implementation of Workers’ Health Surveillance: Development of an Intervention Using the Behavior Change Wheel Framework

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