Electronic continuing education in the health professions: An update on evidence from RCTs

Lam-Antoniades, Margarita; Ratnapalan, Savithiri; Tait, Gordon

doi:10.1002/chp.20005

Cited by 88 publications

(68 citation statements)

References 24 publications

(37 reference statements)

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“…[16][17][18] In the current media-driven world, e-learning is increasingly used for professional training, especially in continuing education. [19][20][21][22] However, very few structured interventions, such as e-learning courses for increasing evidence-informed nursing practice, have been evaluated, and their effectiveness remains uncertain. 7 …”

Section: Introductionmentioning

confidence: 99%

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Gagnon

Gagnon²,

Buteau³

et al. 2015

CIN: Computers, Informatics, Nursing

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Healthcare professionals need to update their knowledge and acquire skills to continually inform their practice based on scientific evidence. This study was designed to evaluate online self-learning modules on critical appraisal skills to promote the use of research in clinical practice among nurses from Quebec (Canada) and the Basque Country (Spain). The teaching material was developed in Quebec and adapted to the Basque Country as part of an international collaboration project. A prospective pre-post study was conducted with 36 nurses from Quebec and 47 from the Basque Country. Assessment comprised the administration of questionnaires before and after the course in order to explore the main intervention outcomes: knowledge acquisition and self-learning readiness. Satisfaction was also measured at the end of the course. Two of the three research hypotheses were confirmed: (1) participants significantly improved their overall knowledge score after the educational intervention; and (2) they were, in general, satisfied with the course, giving it a rating of seven out of 10. Participants also reported a greater readiness for self-directed learning after the course, but this result was not significant in Quebec. The study provides unique knowledge on the cultural adaptation of online self-learning modules for teaching nurses about critical appraisal skills and evidence-based practice.

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Section: Introductionmentioning

confidence: 99%

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Gagnon

Gagnon²,

Buteau³

et al. 2015

CIN: Computers, Informatics, Nursing

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“…In response to these challenges, an online course/CME course for PHC professionals was developed, offering comprehensive knowledge on the issues of refugees’ and other migrants’ health to participants from different countries. Studies show the positive effects of such web-based CME courses [28,29]. …”

Section: Discussionmentioning

confidence: 99%

Development and evaluation of a web-based capacity building course in the EUR-HUMAN project to support primary health care professionals in the provision of high-quality care for refugees and migrants

Jirovsky

Hoffmann

Mayrhuber

et al. 2018

Global Health Action

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Background: The ongoing refugee crisis has revealed the need for enhancing primary health care (PHC) professionals’ skills and training. Objectives: The aim was to strengthen PHC professionals in European countries in the provision of high-quality care for refugees and migrants by offering a concise modular training that was based on the needs of the refugees and PHC professionals as shown by prior research in the EUR-HUMAN project. Methods: We developed, piloted, and evaluated an online capacity building course of 8 stand-alone modules containing information about acute health issues of refugees, legal issues, provider–patient communication and cultural aspects of health and illness, mental health, sexual and reproductive health, child health, chronic diseases, health promotion, and prevention. The English course template was translated into seven languages and adapted to the local contexts of six countries. Pre- and post-completion knowledge tests were administered to effectively assess the progress and knowledge increase of participants so as to issue CME certificates. An online evaluation survey post completion was used to assess the acceptability and practicability of the course from the participant perspective. These data were analyzed descriptively. Results: A total of 390 participants registered for the online course in 6 countries with 175 completing all modules of the course, 47.7 % of them medical doctors. The mean time for completion was 10.77 hours. In total, 123 participants completed the online evaluation survey; the modules on acute health needs, legal issues (both 44.1%), and provider–patient communication/cultural issues (52.9%) were found particularly important for the daily practice. A majority expressed a will to promote the online course among their peers. Conclusion: This course is a promising learning tool for PHC professionals and when relevant supportive conditions are met. The course has the potential to empower PHC professionals in their work with refugees and other migrants.

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“…22,23 A meta-analysis by Lam-Antoniades et al reviewed 15 studies evaluating education interventions and found that multicomponent interventions were effective at changing health-care professionals' practice patterns and improving their knowledge. 24 White et al have demonstrated that a combination of didactic, video, and simulation-based training can augment resident confidence and knowledge for pediatric lumbar puncture procedures. 25 To our knowledge, this is the first description of a training course to teach the use of BB for fracture reduction.…”

Section: Discussionmentioning

confidence: 99%

Simulation and Web-based learning increases utilization of Bier block for forearm fracture reduction in the pediatric emergency department

Burstein

Fauteux-Lamarre

Cheng

et al. 2016

CJEM

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Objectives: Bier block (BB) is a safe and effective alternative to procedural sedation for analgesia during forearm fracture reductions, yet remains infrequently used in the pediatric emergency department (PED). No standardized methods of BB training have previously been described. The objective of this study was to determine whether a multimodal instructional course increases comfort with BB and translates to increased use of this technique. Methods: A novel interdisciplinary simulation and Web-based training course was developed to teach the use of BB for forearm fracture reduction at a tertiary PED. Participants were surveyed pre-/post-training, and at 2 and 6 months regarding their comfort with BB. In parallel, we prospectively assessed the clinical use of BB for children ages 6 to 18 years requiring closed reduction of forearm fractures during the 24-month post-course period. Results: Course participation included 26 physicians and 12 nurses. Survey response rate was 100%. Course participation increased both comfort (10% pre-training v. 89% post-training, p < 0.001) and the willingness to use BB (51% pre-training v. 95% post-training, p < 0.001), an effect sustained at 6 months post-course (66% and 92%, respectively, p < 0.001 for both). In clinical practice, there were no BBs performed prior to course administration. We observed a consistent and sustained increase in clinical use among the BB-trained physicians, with 37% of all forearm reductions performed using BB at 24 months post-course completion. Conclusions: A novel combined simulation and Web-based training course increased comfort and willingness to use BB and was associated with increased use of this technique for forearm fracture reduction in the PED. RÉSUMÉObjectif: Bloc nerveux de Bier (BB) est une solution de rechange sûre et efficace à la sédation en vue d'une intervention aux fins d'analgésie dans les cas de réduction de fracture de l'avant-bras; pourtant, elle est peu utilisée au service des urgences pédiatriques (SUP). Aucune méthode uniforme de formation sur le BB n'est décrite dans la littérature médicale. L'étude exposée ici visait à déterminer si un cours de formation reposant sur différentes modes augmenterait la facilité du personnel à appliquer cette forme d'anesthésie et se traduirait par une utilisation accrue de la technique. Méthode: Un nouveau cours de formation multimodale interdisciplinaire a été élaboré dans le but d'enseigner le recours à le BB pour les réductions de fracture de l'avant-bras dans un SUP de soins tertiaires. Les participants ont répondu à un sondage avant et après la formation ainsi que 2 et 6 mois plus tard relativement à leur facilité à appliquer le BB. Parallèlement à le sondage, les auteurs ont procédé à une évaluation prospective de l'application clinique de le BB chez les enfants âgés de 6 à 18 ans qui devaient subir une réduction fermée de fractures de l'avant-bras au cours de la période de 24 mois qui a suivi le cours. Résultats: Ont participé au cours 26 médecins et 12 infirmières. Le taux d...

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Electronic continuing education in the health professions: An update on evidence from RCTs

Cited by 88 publications

References 24 publications

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Development and evaluation of a web-based capacity building course in the EUR-HUMAN project to support primary health care professionals in the provision of high-quality care for refugees and migrants

Simulation and Web-based learning increases utilization of Bier block for forearm fracture reduction in the pediatric emergency department

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