Evaluation of an E‐learning resource on approach to the first unprovoked seizure

Marne, Fleur A Le; McGinness, Hannah; Slade, Rob; Cardamone, Michael; Singh, Shirleen Balbir; Connolly, Anne M.; Bye, Ann

doi:10.1111/jpc.13277

“…Studies included those with externally validated questionnaires to measure students' performance (e.g., Kemper, 2017;Willman et al, 2018) and studies which had validated their own questionnaires (e.g., Heuberger et al, 2019;Schulz-Quach et al, 2018). Some questionnaires were specific to their subject content, such as stroke assessment (Gorchs-Molist et al, 2020), drug dispensing (dos Reis et al, 2019), and seizure management (Le Marne et al, 2016) and others measured self-directed learning readiness (Gagnon et al, 2015;Reviriego et al, 2014). Finally, the study by Kemper (2017) focused on questionnaires specific to measuring mindfulness (refer to Table 3) but did not measure the long-term impact on the participants.…”

Section: Performance Measures: Assessment Of Knowledgementioning

confidence: 99%

“…Gorchs-Molist et al (2020) reported multiple follow-up periods, including after 1-2 years (71% response rate) and 3-4 years (91% response rate). Several studies identified the need to follow-up participants but could not undertake this process (Le Marne et al, 2016;Liaw et al, 2016;Simonsen et al, 2014;Uden-Holman et al, 2014).…”

Section: Performance Measures: Long-term or Follow-upmentioning

confidence: 99%

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

Stemp

¹

,

Ghosh²,

Khan³

et al. 2022

OLJ

3

0

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Training and development programs are increasingly delivered online with numerous studies reporting no differences in learning outcomes between online and traditional learning. However, there are no established standardized methods to evaluate the effectiveness of online learning. This review aims to map the state of research around health-related education to determine what e-learning evaluation methods are being used, the strengths or deficiencies of these methods, and which are appropriate for measuring the effectiveness of online education. Databases searched were PubMed, ProQuest, Education Resources Information Centre, Cumulative Index to Nursing and Allied Health Literature, Scopus, PsychInfo, and Medline. Studies were included if they were published between 2011 and 2021, reported health-related online education and included an evaluation component. Thirty studies were obtained from numerous countries with varied methodologies and designs. Participants ranged from undergraduate students to medical professionals. Evaluation methods included student participation, students’ reaction to the training program, self-efficacy, knowledge assessment, long-term performance, and the Kirkpatrick Evaluation Framework. The review identified that course evaluations, such as measuring student satisfaction scores alone, are insufficient when used to quantify learning effectiveness for online education. This was particularly important as studies are reporting these single metrics as positive effects of training interventions without justification. Suggestions within the reviewed papers were to adopt and implement an appropriate validated method within the course curriculum to evaluate learning outcomes.

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“…Studies included those with externally validated questionnaires to measure students' performance (e.g., Kemper, 2017;Willman et al, 2018) and studies which had validated their own questionnaires (e.g., Heuberger et al, 2019;Schulz-Quach et al, 2018). Some questionnaires were specific to their subject content, such as stroke assessment (Gorchs-Molist et al, 2020), drug dispensing (dos Reis et al, 2019), and seizure management (Le Marne et al, 2016) and others measured self-directed learning readiness (Gagnon et al, 2015;Reviriego et al, 2014). Finally, the study by Kemper (2017) focused on questionnaires specific to measuring mindfulness (refer to Table 3) but did not measure the long-term impact on the participants.…”

Section: Performance Measures: Assessment Of Knowledgementioning

confidence: 99%

“…Gorchs-Molist et al (2020) reported multiple follow-up periods, including after 1-2 years (71% response rate) and 3-4 years (91% response rate). Several studies identified the need to follow-up participants but could not undertake this process (Le Marne et al, 2016;Liaw et al, 2016;Simonsen et al, 2014;Uden-Holman et al, 2014).…”

Section: Performance Measures: Long-term or Follow-upmentioning

confidence: 99%

OLJ December 2022 26(4)

Rice¹

2022

OLJ

0

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First seizure presentations in adults: beyond assessment and treatment

Foster

¹

,

Carney

²

,

Liew

³

et al. 2019

J Neurol Neurosurg Psychiatry

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Almost 10% of people will experience at least one seizure over a lifetime. Although common, first seizures are serious events and warrant careful assessment and management. First seizures may be provoked by acute or remote symptomatic factors including life-threatening metabolic derangements, drug toxicity or structural brain lesions. An unprovoked first seizure may herald the onset of epilepsy and may be accompanied by medical and psychiatric illnesses. Accidents, injuries and death associated with first seizures are likely under-reported. The cognitive and emotional impact of first seizures is often neglected. Evaluation of a patient presenting with a first seizure requires careful history-taking and early specialist assessment, however optimal management strategies have not been extensively investigated. Further, advances in technology and the role of eHealth interventions such as telemedicine may be of value in the care of patients who have experienced a first seizure. This article reviews the impact and implications of first seizures beyond the scope provided in current guidelines which tend to focus on assessment and management. It examines the effect of first seizures on the well-being of patients; assesses morbidity and premature mortality in first seizures and discusses current and future directions to optimise safety and health of people with first seizures, with a focus on adult patients. Recognition of these issues is essential to provide adequate care for people with first seizures.

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Evaluation of an E‐learning resource on approach to the first unprovoked seizure

Abstract: The E-learning resource has been validated as a useful educational resource regarding the first afebrile unprovoked seizure for paediatricians.

Cited by 3 publications

References 15 publications

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

OLJ December 2022 26(4)

First seizure presentations in adults: beyond assessment and treatment

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