Evaluating a hybrid web-based basic genetics course for health professionals

Wallen, Gwenyth R.; Cusack, Georgie; Parada, Suzan; Miller-Davis, Claiborne; Cartledge, Tannia P.; Yates, Jan M.

doi:10.1016/j.nedt.2010.11.001

Cited by 16 publications

(13 citation statements)

References 23 publications

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“…In the meta-analysis, we included 13 publications representing 20 interventions published from 2004-2014, which compared blended learning with no intervention and included 2238 health professional participants [ 22 - 24 , 56 - 65 ]. The number of participants ranged from 6 [ 61 ] to 817 [ 62 ], and the duration of the intervention ranged from 24 hours [ 63 ] to one semester [ 58 ].…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

Liu¹,

Peng²,

Zhang³

et al. 2016

J Med Internet Res

484

366

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BackgroundBlended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions.ObjectiveWe aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. We also aimed to explore factors that could explain differences in learning effects across study designs, participants, country socioeconomic status, intervention durations, randomization, and quality score for each of these questions.MethodsWe conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Studies in any language that compared blended learning with no intervention or nonblended learning among health professional learners and assessed knowledge acquisition were included. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment).ResultsWe identified 56 eligible articles. Heterogeneity across studies was large (I2 ≥93.3) in all analyses. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. For studies comparing blended learning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Although significant publication bias was found, the trim and fill method showed that the effect size changed to 0.26 (95% CI -0.01 to 0.54) after adjustment. In the subgroup analyses, pre-posttest study design, presence of exercises, and objective outcome assessment yielded larger effect sizes.ConclusionsBlended learning appears to have a consistent positive effect in comparison with no intervention, and to be more effective than or at least as effective as nonblended instruction for knowledge acquisition in health professions. Due to the large heterogeneity, the conclusion should be treated with caution.

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

Liu¹,

Peng²,

Zhang³

et al. 2016

J Med Internet Res

484

366

View full text Add to dashboard Cite

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“…Specifically, research shows that even very brief or long-distance supplemental education programs are sufficient to address the genetic literacy deficits most often cited as preventing general, primary, and midwifery health care providers, as well as allied health professionals and staff, from effectively promoting and offering genetic screening services. 23,[25][26][27][28][29][30][31] In countries like Jordan, where vast majority of pregnant women already engage with the health care system, once providers are well-prepared to offer NIPGS, half the battle has already been won, and what remains is garnering the support and interest of the general public. Thus, pursuant to filling the paucity of research on public attitudes, practices, and knowledge toward implementing broader prenatal genetic services in Jordan and other Arab EMR nations, we developed and administered an Arabic language survey instrument to assess the PGT knowledge, attitudes, and practices (KAP) of the Jordanian public.…”

Section: Epigenetics Insightsmentioning

confidence: 99%

Knowledge, Attitudes, and Practices of Women Toward Prenatal Genetic Testing

et al. 2018

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Objectives:We aim to address public knowledge, attitudes, and practices relative to prenatal genetic testing as a starting point for policy development in Jordan.Study design:We conducted a cross-sectional prenatal genetic testing knowledge, attitudes, and practices survey with 1111 women recruited at obstetrics and gynecology clinics nationwide. Data were analyzed using a variety of descriptive and inferential statistical tests.Results:The overwhelming majority (>94%) of participants considered prenatal genetic testing, particularly non-invasive prenatal genetic screening, procedures to be good, comfortable, and reasonable, even when the non-diagnostic nature of non-invasive prenatal genetic screening was explained. Likewise, 95% encouraged the implementation of non-invasive prenatal genetic screening within the Jordanian health system, but most preferred it to remain optional. However, women in higher-risk age brackets, in consanguineous marriages, and with less education were significantly less interested in learning about non-invasive prenatal genetic screening. Only 60% of women interviewed were satisfied with the services provided by their obstetric/gynecologist. The more satisfied the women were, the more they are likely to adapt non-invasive prenatal genetic screening.Conclusions:In sum, although the data support the receptivity of Jordanian women to national implementation of non-invasive prenatal genetic screening, such policies should be accompanied by health education to increase the genetic literacy of the population and to engage high-risk populations. Thus, this offers rare insight into the readiness of 1 particular Arab population to adapt non-invasive prenatal genetic screening technologies.

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Section: Discussionmentioning

confidence: 99%

“…In the present study, the majority of respondents (60%) liked hybrid CPD programmes, which agrees with previous research demonstrating healthcare professionals' preference for a hybrid basic genetics course combining web-based learning with conventional face-to-face instructional techniques. 19 About 50% of the respondents responded positively about the importance of an online CPD programme in genetics. In a previous study, a higher percentage of physicians (95%) were interested in accessing a genomic medical curriculum via the web.…”

Section: Discussionmentioning

confidence: 99%

Development and implementation of a web-based continuing professional development (CPD) programme on medical genetics

et al. 2013

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We developed, implemented and evaluated a web-based continuing professional development (CPD) programme on medical genetics. Development of the CPD programme followed the ADDIE model, i.e. Analysis, Design, Develop, Implement and Evaluation. An invitation to participate in a needs analysis survey was sent to all doctors on the email list of the Sri Lanka Medical Association. A total of 129 completed surveys was received (57% of the 228 who accessed the online survey). The average age of respondents was 42 years (range 27-81). The male: female ratio was approximately 2 : 1. Almost all respondents (96%) selected web-based CPD programmes, or web-based and conventional lectures, as their preferred method of learning. The programme was piloted on a group of 10 doctors. The average pre-knowledge score was 40.3 and the post-knowledge score was 62.1 marks out of 100 (P = 0.002). We conclude that a web-based CPD programme on medical genetics is feasible in Sri Lanka.

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Evaluating a hybrid web-based basic genetics course for health professionals

Cited by 16 publications

References 23 publications

The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

Knowledge, Attitudes, and Practices of Women Toward Prenatal Genetic Testing

Development and implementation of a web-based continuing professional development (CPD) programme on medical genetics

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