Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis

Abstract

BackgroundAll healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students.MethodsFollowing a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions.ResultsStudents rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral').ConclusionsMeta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.

Endorsement of PRISMA statement and quality of systematic reviews and meta-analyses published in nursing journals: a cross-sectional study

“…Additionally, although MA has been included in most evidence-based practice modules in nursing curricula, many students fail to completely understand MA statistical techniques or the various important concepts that underpin. 34 This study found that 57 out of 74 (∼77%) SRs did not include any meta-analyses, which may have originated from the extremely limited technique to pool data from individual studies. Another possibility is that some topics struggle to synthesise quantitative evidence, such as the review of qualitative studies.…”

Is the information of systematic reviews published in nursing journals up-to-date? a cross-sectional study

“…Intuitively, if copious records are retrieved from database, more time is expected for study selection and data extraction; therefore, the number of records retrieved may relate to the time taken for publication. Furthermore, performing meta-analysis requires specific training but it has been reported that many nursing researchers and students did not fully understand the statistical techniques of meta-analysis or the various important concepts that underpin it [ 9 ]. Thus, the inclusion of meta-analyses in the SR may take more time to complete the review.…”

Teaching meta-analysis using MetaLight

“…It is often used in systematic reviews and is increasingly a method and topic that appears in student dissertations. There are many courses and resources for meta-analysis available online, such as: the Cochrane open learning materials; two ESRC RDI courses a ; Michael Borenstein’s course on Statistics.com b ; reusable learning objects [1] c ; and the EPPI-Centre’s MSc module on synthesis d . This paper, and the software it describes, is a contribution to these resources; aiming to support the teaching of meta-analysis and its use in student learning.…”