The characteristics of effective technology-enabled dementia education for health and social care practitioners: protocol for a mixed studies systematic review

Muirhead, Kevin; Macaden, Leah; Clarke, Charlotte; Smyth, Keith; Polson, Rob; O’Malley, Chris

doi:10.1186/s13643-019-1212-4

Cited by 4 publications

(4 citation statements)

References 39 publications

(34 reference statements)

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“…A protocol was registered on PROSPERO (CRD42018115378) and published to describe a systematic mixed methods review detailing the characteristics and effectiveness of TEDE [ 35 ]. The review has been completed and submitted for publication.…”

Section: Methodsmentioning

confidence: 99%

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

et al. 2021

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Background Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick’s Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results. Methods MEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis. Results We identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education. Discussion Future emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics. Systematic review registration This systematic review is based on a protocol registered with PROSPERO (CRD42018115378).

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Section: Methodsmentioning

confidence: 99%

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

et al. 2021

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“…The characteristics of the DLIP is summarized in Table 6 which is adopted from (Muirhead et al, 2019 ) and aligned to the outcomes for this study.…”

Section: Description Of the Digital Literacy Interventionmentioning

confidence: 99%

Contextualized game-based intervention for digital literacy for the Pacific Islands

et al. 2021

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In the digital age, advocating and improving digital literacy is a global challenge. There have been scales developed to measure individuals' digital literacy competencies; however, intervention programs have been only a few. This research paper articulates design details, validity, reliability and effectiveness of a new online modulated digital literacy intervention program (DLIP). For the development of DLIP, digital literacy is stipulated in this research as a universal framework that consists of six different literacies; media, information, technology, computer, visual, and communication literacy. An online module has been designed for each of these six literacies, and the concept of game-based learning has been used to engage the users and secure high user satisfaction. To test the reliability of the intervention, the Kuder- Richardson- 20 (KR-20) test was performed. The developed intervention was deemed to be reliable with the KR-20 value of 0.86. The construct validity was measured using the spearman’s correlation test and since the values for all the constructs were above 0.3, the DLIP was valid. The effectiveness of the DLIP was evaluated by calculating the effect size. The Cohen’s d test was used and the results show that the intervention was moderately effective. Although DLIP has been developed for the Pacific Islands it has global applicability.

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“…Reviewers will develop a comprehensive data extraction form on Microsoft Excel, as guided by Covidence's piloting forms, and data collection forms for RCTs by Cochrane Training, in addition to several peer-reviewed systematic reviews and protocols [36][37][38][39][40][41]. An initial calibration test will be conducted (AAA, SKS) on a set of 5 randomly selected articles and 5 randomly selected clinical trials to ensure high inter-rater agreement; the latter will compare manual and automatic data extraction methods (using Extracting Accurate efficacy and safety information from ClinicalTrials.gov, EXACT) [42].…”

Section: Selection and Data Collection Processmentioning

confidence: 99%

Salvage therapy for progressive, treatment-refractory or recurrent pediatric medulloblastoma: a systematic review protocol

et al. 2020

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Background: Central nervous system tumors remain the leading cause of cancer-related mortality amongst children with solid tumors, with medulloblastoma (MB) representing the most common pediatric brain malignancy. Despite best current therapies, patients with recurrent MB experience have an alarmingly high mortality rate and often have limited therapeutic options beyond inadequate chemotherapy or experimental clinical trials. Therefore, a systematic review of the literature regarding treatment strategies employed in recurrent pediatric MB will evaluate previous salvage therapies in order to guide future clinical trials. The aim of this systematic review will be to investigate the efficacy and safety of salvage therapies for the management of children with progressive, treatment-refractory, or recurrent MB. Methods: We will conduct literature searches (from 1995 onwards) in MEDLINE, EMBASE, ClinicalTrials.gov, WHO International Clinical Trials Registry Platform, and Cochrane Central Register of Controlled Trials. Studies examining the survival and toxicity of therapies administered to treatment-refractory pediatric MB patients will be included. Two reviewers will independently assess the search results based on predefined selection criteria, complete data abstraction, and quality assessment. The primary outcomes of this review will be overall and progression-free survival. Secondary outcomes will include safety and toxicity of each therapy administered. The study methodological quality (or bias) will be appraised using an appropriate tool. Due to the nature of the research question and published literature, we expect large inter-study heterogeneity and therefore will use random effects regression analysis to extract the combined effect. In additional analyses, we will investigate the role of re-irradiation and mono-vs. poly-therapy in recurrent disease, and whether molecular subgrouping of MB influences salvage therapy.(Continued on next page)

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The characteristics of effective technology-enabled dementia education for health and social care practitioners: protocol for a mixed studies systematic review

Cited by 4 publications

References 39 publications

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

Contextualized game-based intervention for digital literacy for the Pacific Islands

Salvage therapy for progressive, treatment-refractory or recurrent pediatric medulloblastoma: a systematic review protocol

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