Impact of online education on intern behaviour around joint commission national patient safety goals: a randomised trial

Shaw, Tim; Pernar, Luise I.M.; Peyré, Sarah E.; Helfrick, John F.; Vogelgesang, Kaitlin R.; Graydon-Baker, Erin; Chrétien, Yves; Brown, Elizabeth; Nicholson, James; Heit, Jeremy J; Co, John Patrick T.; Gandhi, Tejal K.

doi:10.1136/bmjqs-2011-000702

Cited by 43 publications

(44 citation statements)

References 21 publications

(16 reference statements)

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“…Spaced education has been widely adopted in a range of undergraduate and postgraduate health courses because it can increase topic‐specific knowledge, can change clinical behaviour and demonstrates equivalent learning gains compared to online education formats . Since its adaption for an online delivery format in 2009, spaced education has rapidly evolved to include a combination of interactive voice response system and SMS messaging.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

et al. 2019

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Context Ensuring clinical practice reflects current evidence is challenging given the rapid proliferation of new knowledge. Changing entrenched clinical behaviours and facilitating the adoption of best practice evidence requires a range of strategies, including affordable, scalable and effective continuing professional development (CPD). Yet, identifying the CPD delivery method most likely to effectively change and improve patient outcomes is difficult given the variability in the evidence for different learning approaches. Although there is moderate level evidence for outreach education, audit and feedback, and face‐to‐face or online learning, little is known about the capacity of spaced education to change ineffective clinical practice(s). Spaced education harnesses the power of spacing, repetition and testing learning content to increase topic‐specific knowledge. Although spaced education is widely used in undergraduate and postgraduate medical programmes, its effectiveness as a CPD delivery method that improves patient outcomes is less certain. Aim To determine the effectiveness of the spaced education CPD programmes to change targeted clinical knowledge and practice(s) to improve patient outcomes. Method A systematic review, appraising the spaced education CPD evidence generated from searching six specialist medical and psychosocial databases. Studies published in English peer‐reviewed journals from 1 January, 2000 to 31 August, 2018 were eligible for inclusion. A modified Kirkpatrick four levels of evaluation framework assisted with appraising the effect of spaced education CPD interventions on clinicians and patients. Results Of the 2396 studies identified, 17 met the inclusion criteria, involving 2701 practising clinicians from multiple disciplines and specialties. Five randomised controlled trials generated level II evidence, with the remaining 12 studies generating lower levels of evidence. The majority of studies (n = 14) involved the delivery of online spaced education. All studies were evaluated using the modified Kirkpatrick four levels of evaluation framework with: 10 studies demonstrating significant increases in participants’ knowledge; seven studies reporting significant changes in clinician behaviour; four studies showing significant increases in clinician confidence; and three studies identifying significant and sustained increases in participants’ clinical skills. Only two studies reported positive improvements in patient outcomes. Conclusion Spaced education via an online platform offers a scalable CPD format that can increase clinical knowledge and change practice. However, further adequately powered randomised controlled trials are required to confirm that spaced education CPD can impact positively on patients’ reported outcomes.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

et al. 2019

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“…Prior research has demonstrated that spaced education can successfully deliver quality-related and safety-related content, although most of these studies have used randomised controlled trial study designs 27. Prior studies have not evaluated implementation of spaced education at an institutional level in a real-world application.…”

Section: Discussionmentioning

confidence: 99%

“…These programmes have been effective in traditional medical education topics, as well as for improving teaching skills and mentoring of students 21–25. Spaced education has also been demonstrated to be effective in improving patient safety behaviours of trainees and in trainee knowledge of clinical practice guidelines 26 27. It is not known whether spaced education for quality and safety would be widely accepted if offered broadly to GME programmes within an institution and whether there is a better time in training for offering this education.…”

Section: Introductionmentioning

confidence: 99%

Use of spaced education to deliver a curriculum in quality, safety and value for postgraduate medical trainees: trainee satisfaction and knowledge

Bruckel

Carballo

Kalibatas

et al. 2016

Postgraduate Medical Journal

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“…QS was utilised within Cancer Learning to better enable CPD to be incorporated into the daily working lives of cancer care professionals. In line with a QS approach, learners receive short, case-based multiple-choice questions, and feedback via e-mail in a reinforcing pattern (Shaw et al, 2012). The QS programme was four months in duration with participants receiving e-mail programme correspondence every other day.…”

Section: E-learning Methodsmentioning

confidence: 99%

E-learning portal for professional development in cancer care

Shaw

McGregor

Sinclair

et al. 2014

Education + Training

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Purpose -Cancer care is complex and an integrated cancer pathway involves many health professionals in a variety of care settings using many skills. The widely distributed and heterogeneous nature of the cancer workforce raises significant challenges with respect to professional development. Cancer Learning is a government-funded initiative designed to provide access to a wide range of quality online learning resources for all health care professionals involved in the care of cancer patients and their families. The purpose of this paper is to discuss these issues. Design/methodology/approach -A multi-phase project, led by a consortium of national stakeholders in cancer care, informed the design, build, and deployment of Cancer Learning; an online, evidence based, information and learning portal to support professional development of health professionals across the continuum of cancer care in Australia. An action research approach allowed for an iterative process of ongoing dynamic evaluation and improvement of this workforce improvement resource. Findings -The National Government Agency, Cancer Australia's Cancer Learning online hub has been supporting the professional development requirements of cancer care professionals since the site deployment in 2007. Since launch, site usage continues to grow and evaluations have been positive. Time constraints of health professionals continue to be a major barrier to sustained online learning participation. Originality/value -This research recount of the development and implementation of an Australia first national online learning initiative highlights the rigorous approach undertaken for the delivery of a quality evidence-based resource for the professional development of all health professionals involved in the delivery of cancer care.

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Impact of online education on intern behaviour around joint commission national patient safety goals: a randomised trial

Cited by 43 publications

References 21 publications

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

Use of spaced education to deliver a curriculum in quality, safety and value for postgraduate medical trainees: trainee satisfaction and knowledge

E-learning portal for professional development in cancer care

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