Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review

Nicoll, Pam; MacRury, Sandra; Woerden, H. van; Smyth, Keith

doi:10.2196/jmir.9085

Cited by 54 publications

(44 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many published medical e-learning evaluations have low-quality scientific standards [12] and often report their results in a narrative manner [12-14] without following a reporting standard for either qualitative or quantitative evaluation. The majority of e-learning interventions rely on self-designed evaluation designs that are rarely validated.…”

Section: The Alpha and Omega Of E-learning: Evaluationmentioning

confidence: 99%

E-Learning for Medical Education in Sub-Saharan Africa and Low-Resource Settings: Viewpoint

Barteit¹,

Jahn²,

Banda³

et al. 2019

J Med Internet Res

View full text Add to dashboard Cite

E-learning has been heralded as a revolutionary force for medical education, especially for low-resource countries still suffering from a dire lack of health care workers. However, despite over two decades of e-learning endeavors and interventions across sub-Saharan Africa and other low- and middle-income countries, e-learning for medical education has not gained momentum and continues to fall short of the anticipated revolution. Many e-learning interventions have been cul-de-sac pilots that have not been scaled up but rather terminated after the pilot phase. This is usually a result of not adopting a system-wide approach, which leads to insufficient scope of training, insufficient technological maintenance and user support, unattainably high expectations, and unrealistic financial planning. Thus, a multitude of e-learning evaluations have failed to provide scientifically sound evidence of the effectiveness of e-learning for medical education in low-resource countries. Instead, it appears that technological development has overwhelmed rather than revolutionized medical education. The question of how to push e-learning into a higher gear in low-resource countries persists. Provision of e-learning as a technology is insufficient. E-learning needs to be vigorously and sustainably integrated into the local educational setting and aligned with national strategies and other national endeavors and interventions. Adhering to a standardized framework for the implementation and evaluation of e-learning endeavors is key, especially to bridge the gap in robust evidence that should also guide e-learning implementations. The primary objective of e-learning for medical education is to strengthen the health system in order to serve the population’s health care needs and expectations. Currently, medical e-learning does not measure up to its potential or do justice to medical students in low-resource countries. Technology may help unfold the potential of e-learning, but an all-encompassing change is needed. This can only be achieved through a joint effort that follows a systematic and standardized framework, especially for implementation and evaluation.

show abstract

Section: The Alpha and Omega Of E-learning: Evaluationmentioning

confidence: 99%

E-Learning for Medical Education in Sub-Saharan Africa and Low-Resource Settings: Viewpoint

Barteit¹,

Jahn²,

Banda³

et al. 2019

J Med Internet Res

View full text Add to dashboard Cite

show abstract

“…Evaluations of technology used in healthcare education often focus on assessing learner satisfaction, the technology device itself, or pre-test and post-test scores (Harder, 2010;Gough et al, 2015;Pickering and Joynes, 2016;Williams et al, 2016;Nicoll et al, 2018). Williams et al's (2016) study of paramedic students assessed the learners' satisfaction with simulation by utilising the Satisfaction with Simulation Experience Scale.…”

Section: Evaluating the Use Of Technologymentioning

confidence: 99%

“…In addition, it has been suggested that studies evaluating the role of technologies in healthcare education often fail to draw on relevant learning theories or models to justify their use of simulation (Murdoch et al, 2014), multiuser virtual worlds (Liaw et al, 2018) and augmented reality (Zhu et al, 2014). Kirkpatrick's model of evaluation is a popular tool in education (Pickering and Joynes, 2016;Nicoll et al, 2018), and was utilised by five of the studies included in the review (Murdoch et al, 2014;Cook and Ellaway, 2015;Guo et al, 2015;Reeves et al, 2017;Liaw et al, 2018). However, Nicoll et al (2018) identified a lack of standard tools for evaluating technology-enhanced learning in healthcare education and emphasised the need for quality evaluation studies that provide "sufficient detail to support transferability or direct future TEL healthcare education programs' design and implementation".…”

Section: Evaluating the Use Of Technologymentioning

confidence: 99%

“…Kirkpatrick's model of evaluation is a popular tool in education (Pickering and Joynes, 2016;Nicoll et al, 2018), and was utilised by five of the studies included in the review (Murdoch et al, 2014;Cook and Ellaway, 2015;Guo et al, 2015;Reeves et al, 2017;Liaw et al, 2018). However, Nicoll et al (2018) identified a lack of standard tools for evaluating technology-enhanced learning in healthcare education and emphasised the need for quality evaluation studies that provide "sufficient detail to support transferability or direct future TEL healthcare education programs' design and implementation". It has been suggested that adopting a standard approach to evaluating technologyenhanced learning in healthcare education would be beneficial for all those involved as it would prevent the duplication of tools across programmes and organisations, and increase opportunities for making comparisons across different courses (Cook and Ellaway, 2015;Nicoll et al, 2018).…”

Section: Evaluating the Use Of Technologymentioning

confidence: 99%

See 1 more Smart Citation

The use of technology in healthcare education: a literature review

Grimwood¹,

Snell²

2020

MedEdPublish

View full text Add to dashboard Cite

This paper presents a literature review into the use of technology in healthcare education. A search of three electronic databases resulted in 20 articles for inclusion in the review. The articles were synthesised into a narrative review. The review identified four key themes across the literature: the types of technologies used in healthcare education; the integration of technology into the healthcare curriculum; the skills and knowledge of the healthcare educators; and the benefits of using technology for the learners. The literature demonstrated that a wide range of technologies are now used within healthcare education, and this requires educators to adapt their practice and develop their technical skills to be competent users. The successful integration of technology into healthcare curriculums can be beneficial for healthcare learners by developing their clinical and professional skills, and enhancing their learning experience.

show abstract

“…Specifically, E-SOLAS was developed and underpinned by theory, with a clear rationale as how the intervention components were developed and/or adapted. The use of a formal evaluation model [12] allowed for a more comprehensive understanding of the effectiveness of E-SOLAS training, including the objective evaluation of PTs behavior during training, which is frequently absent from assessments [22,45,46]. Furthermore, the application of the WHO implementation outcomes using mixed methods enabled comprehensive assessment of the feasibility of implementation of this e-learning training program and required adaptations to increase acceptability [23].…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study (Preprint)

Hurley¹,

Keogh²,

Ardle³

et al. 2018

Preprint

View full text Add to dashboard Cite

Background: The Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) (ISRCTN49875385) feasibility trial included physical therapists (PTs) completing two days small group face-to-face training to deliver the six week group-based intervention. While the effectiveness of this training program has been established, potential upscaling to a definitive national trial and future implementation is limited by travel, time, and cost constraints for PTs. Therefore, an asynchronous, interactive, web-based E-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed.Objective: This study investigated the effectiveness of the E-SOLAS training program on relevant outcomes for effective training and implementation.Methods: Thirteen PT's from across Ireland were trained via E-SOLAS using mixed methods and seven PTs progressed to intervention implementation. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of (1) Reaction: PTs engagement and satisfaction with E-SOLAS training methods and content, (2) Learning: pre to post-training changes in PTs a) confidence and b) knowledge in delivering SOLAS content and self-determination theory (SDT)-based communication strategies, administered via a SurveyMonkey questionnaire and (3) Behavior: Fidelity to delivery of SOLAS content using PT-completed weekly checklists. During implementation, five PTs audio-recorded delivery of one class and the communication between PTs and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behavior Scale (CCBS), and an intervention specific measure (ISM; 7-point Likert scales). A range of implementation outcomes were evaluated during training and delivery (i.e. acceptability, appropriateness, feasibility, fidelity and sustainability of E-SOLAS) using a post-training feedback questionnaire and individual semi-structured telephone interviews. median CCBS = 6.6 (1.0); 5.6-7.0; median ISM = 4.5 (1.2); 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total % mean (SD) fidelity score = 93.5% (4.9)). The post-training questionnaire and post-delivery qualitative interviews showed PTs found E-SOLAS acceptable, appropriate, feasible and sustainable within primary care services to support the implementation of the SOLAS intervention. Conclusions:This study provides preliminary evidence of the effectiveness, acceptability and 2 feasibility of an e-learning program to train PTs to deliver a group-based self-management complex intervention in primary care settings that is equivalent to face to face training outcomes and would support inclusion of PTs in a definitive trial of SOLAS.Keywords: technology-enhanced learning; evaluation; e-learning; digital learning; program evaluation; effectiveness; physical therapy; implementation; osteoarthritis; low back pain. 3 IntroductionInternational clinical guidelines for osteoarthritis (OA) and low back pain (LBP) endorse selfmanagement (SM), exercise and phy...

show abstract

Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review

Cited by 54 publications

References 36 publications

E-Learning for Medical Education in Sub-Saharan Africa and Low-Resource Settings: Viewpoint

E-Learning for Medical Education in Sub-Saharan Africa and Low-Resource Settings: Viewpoint

The use of technology in healthcare education: a literature review

Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study (Preprint)

Contact Info

Product

Resources

About