Teaching Tobacco Cessation Skills to Uruguayan Physicians Using Information and Communication Technologies

Llambí, Laura; Esteves, Elba; Martínez, Elisa; Forster, Thais; García, Sofía; Miranda, Natalia; Arredondo, Antonio López; Margolis, Álvaro

doi:10.1002/chp.20100

Cited by 20 publications

(19 citation statements)

References 21 publications

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“…Our findings are consistent with the previous research which showed that the combination of computer-assisted instruction and traditional classroom lecture yielded a significantly greater improvement in knowledge achievement of nursing students than when either strategy is used alone in the context of congenital heart disease [16]. Similarly, Llambí et al [19] reported that Uruguayan physicians who completed a blended-learning course on tobacco cessation achieved better test scores than those who attended pure online course. Furthermore, our quantitative results in this study also showed that blended learners expressed more positive ratings about goal achievement than online learners.…”

Section: Discussionsupporting

confidence: 92%

“…Cook et al’s [15] systematic review reported that Internet-based learning had more positive effects when compared with no intervention in health professions, but more comparisons of different Internet-based interventions need to be conducted. To our knowledge, there is limited evidence on the effects of blended learning in comparison with pure e-learning [16-19]. In another systematic review in 2016, Liu et al [20] showed that blended learning is more effective or at least as effective as pure e-learning or pure traditional face-to-face learning among health professions and suggested that the more evaluation studies of blended learning, especially with e-learning should be conducted in future research.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

et al. 2017

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Background Primary health care workers (PHCWs) are a major force in delivering basic public health services (BPHS) in rural China. It is necessary to take effective training approaches to improve PHCWs’ competency on BPHS. Both electronic learning (e-learning) and blended learning have been widely used in the health workers’ education. However, there is limited evidence on the effects of blended learning in comparison with pure e-learning.ObjectiveThe aim of this study was to evaluate the effects of a blended-learning approach for rural PHCWs in improving their knowledge about BPHS as well as training satisfaction in comparison with a pure e-learning approach.MethodsThe study was conducted among PHCWs in 6 rural counties of Hubei Province, China, between August 2013 and April 2014. Three counties were randomly allocated blended-learning courses (29 township centers or 612 PHCWs—the experimental group), and three counties were allocated pure e-learning courses (31 township centers or 625 PHCWs—the control group). Three course modules were administered for 5 weeks, with assessments at baseline and postcourse. Primary outcomes were score changes in courses’ knowledge. Secondary outcome was participant satisfaction (5-point Likert scale anchored between 1 [strongly agree] and 5 [strongly disagree]).ResultsThe experimental group had higher mean scores than the control group in knowledge achievement in three course modules: (1) module 1: 93.21 (95% CI 92.49-93.93) in experimental group versus 88.29 (95% CI 87.19-89.40) in the control group; adjusted difference, 4.92 (95% CI 2.61-7.24; P<.001); (2) module 2: 94.05 (95% CI 93.37-94.73) in the experimental group vs 90.22 (95% CI 89.12-91.31) in the control group; adjusted difference, 3.67 (95% CI 1.17-6.18; P=.004); (3) module 3: 93.88 (95% CI 93.08-94.68) in the experimental group versus 89.09 (95% CI 87.89-90.30) in control group; adjusted difference, 4.63 (95% CI 2.12-7.14; P<.001). The participants in the experimental learning group gave more positive responses with the four issues than control group participants: (1) the increase of interest in learning, 1.85 (95% CI 1.22-2.80; P=.003); (2) the increase of interaction with others, 1.77 (95% CI 1.20-2.60; P=.004); (3) the satisfaction with learning experience, 1.78 (95% CI 1.11-2.88; P=.02); and (4) achievement of learning objectives, 1.63 (95% CI 1.08-2.48; P=.02).ConclusionsAmong PHCWs in rural China, a blended-learning approach to BPHS training could result in a higher knowledge achievement and satisfaction level compared with a pure e-learning approach. The findings of the study will contribute knowledge to improve the competency of PHCWs in similar settings.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

et al. 2017

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“…Less than 15% of generalists compared with 35%–45% of specialists who participated in online courses completed all course requirements and received a diploma . Similar differences between specialist and generalist participation have been observed in national and international CME programs in 20 countries in Latin America …”

Section: Introductionsupporting

confidence: 63%

“…Specialists in Latin America, for example, tend to have higher rates of attendance, participate more actively in discussions, and feel more comfortable sharing personal practice experiences with peers and faculty. Specialists are more likely to complete course requirements . One of the authors (AM) and colleagues report that less than 10% of the general practitioners and family physicians of the invited audience in the Latin American region attended CME courses that were free and designed to meet their practice needs .…”

Section: Introductionmentioning

confidence: 99%

Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development

Margolis

Parboosingh

2015

Journal of Continuing Education in the Health Professions

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Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time.

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“…Much in-depth research has been done on individual cases of BL worldwide (Boitshwarelo, 2009;Hoic-Bozic, Mornar, & Boticki, 2009;Llambi et al, 2011). Also a few examples of research have concentrated on a larger region.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology

Spring

Graham

2017

OLJ

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The goal of this research was to discover and compare themes of the top blended learning (BL) articles from seven different regions of the world. Top cited articles in BL from these regions show strong similarities in research processes, practice, terminology, and focus. Small differences are apparent among the regions and top articles in general, but similar patterns demonstrate that themes might promote collaboration and exchange between regions and that the most cited articles from around the world could fit well within the topical, research, and publication practices of the field. Our results suggest that although different regions must have their own nuances and needs, they have much in common, with considerable potential to learn from one another and collaborate on shared interests. Previous research has studied the trends in top-cited blended learning (BL) research overall (Halverson, Graham, Spring, & Drysdale, 2012;Halverson, Graham, Spring, Drysdale, & Henrie, 2014). That these top-cited articles were predominantly drawn from North American publications generated questions about BL research in other regions which had not garnered enough citations to qualify for the top lists. We sought to compare regions on a more even base by applying the analysis methods of our earlier research to top-cited articles each from seven regions of the world as well as top-cited research spanning multiple regions.Recently authors Spring and Graham (2016) located the 10 most-cited BL articles from each worldwide region and analyzed the citation and publication patterns around the globe, as well as citing between top articles in order to compile a broad overview of connections between research in the worldwide BL community. The current research extends the analysis using similar methods to Halverson et al. (2014) and Drysdale et al. (2013). This study examines and documents

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Teaching Tobacco Cessation Skills to Uruguayan Physicians Using Information and Communication Technologies

Abstract: The need to train physicians on tobacco cessation skills can be addressed via ICTs and educational activities that include participant interaction.

Cited by 20 publications

References 21 publications

Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

Effects of Improving Primary Health Care Workers’ Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning

Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development

Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology

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