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E-learning of evidence-based healthcare (EBHC) to increase EBHC competencies in healthcare professionals

Additional Info

  • Authors: Anke Rohwer, Nkengafac Villyen Motaze, Eva Rehfuess, Taryn Young
  • Published date: 2017-03-02
  • Coordinating group(s): Education
  • Type of document: Review, Plain language summary
  • Title: E-learning of evidence-based healthcare (EBHC) to increase EBHC competencies in healthcare professionals
  • Library Image: Library Image
  • See the full review: https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.4
  • Records available in: English, Spanish
  • English:

    PLAIN LANGUAGE SUMMARY

    Blended learning is most effective in increasing evidence-based health care competencies of health workers

    Evidence-based health care (EBHC) is decision-making for health care, informed by the best research evidence. Doctors, nurses and allied health professionals need to have the necessary knowledge and skills to apply EBHC. The use of electronic learning (e-learning) for EBHC training is increasing.

    E-learning, compared to no learning, improves EBHC knowledge and skills but not attitudes and behaviour. There is no difference in outcomes when comparing e-learning to face-to-face learning. Combining e-learning with face-to-face learning (blended learning) has a positive impact on EBHC knowledge, skills, attitude and behaviour.

    What did the review study?

    Evidence-based health care (EBHC) involves phrasing questions based on a knowledge gap, searching for research that can answer the question, critically appraising and interpreting the research, applying the results and auditing the process. Electronic learning (e-learning) has become an increasingly popular method of teaching EBHC.

    This review assesses the effectiveness of e-learning of EBHC for increasing EBHC competencies in healthcare professionals. The primary outcomes are EBHC knowledge, skills, attitude and behaviour.

    What is the aim of this review?

    This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care knowledge and practice.

    What studies were included?

    Eligible studies were randomised controlled trials (RCTs), cluster RCTs, non-RCTs, controlled before-after studies and interrupted time series of any healthcare professional evaluating any educational intervention on EBHC, and that was delivered fully (pure e-learning) or in part (blended learning) via an electronic platform compared to no learning, face-to-face learning or other forms of e-learning of EBHC.

    The review included 24 trials, comprising 20 RCTs and four non-RCTs, with a total of 3,825 participants. Participants were medical doctors, nurses, physiotherapists, physician assistants, athletic trainers and a combination of professionals at all levels of education. The studies included a variety of interventions.

    What are the main results in this review?

    Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.

    Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour. Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which e-learning components are most effective in improving outcomes.

    However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons. These shortcomings need to be taken into consideration when interpreting the results.

    What do the findings in this review mean?

    E-learning of EBHC, whether pure or blended, compared to no learning, improves EBHC knowledge and skills. There is no difference in these outcomes when comparing e-learning to face-to-face learning. Blended learning, which typically comprises multiple interventions, appears more effective than other types of learning in improving EBHC knowledge, skills, attitude and behaviour.

    Future research should focus on the different components of e-learning and should adequately report on all the intervention components, the educational context and implementation strategies.

    How up-to-date is this review?

    The review authors searched for studies published until May 2016.

  • Spanish:

    RESUMEN EN LENGUAJE SENCILLO

    El aprendizaje semipresencial es más eficaz para mejorar las competencias en medicina basada en evidencia de los trabajadores de la salud

    La medicina basada en evidencia (MBE) influye en la toma de decisiones en el campo del cuidado de la salud, según indican los resultados obtenidos por las mejores investigaciones realizadas. Médicos, enfermeras y profesionales auxiliares de la salud necesitan contar con los conocimientos y las habilidades necesarias para aplicar la MBE.

    El aprendizaje a distancia, en comparación con el aprendizaje tradicional, mejora los conocimientos y las habilidades en el campo de la MBE, aunque no las actitudes y los comportamientos respectivos. No hay diferencia en resultados cuando se compara el aprendizaje presencial tradicional con la educación a distancia. Sin embargo produce un impacto positivo en conocimientos, habilidades, actitudes y comportamientos relacionados con la MBE.

    ¿Qué estudió la revisión?

    La presente revisión evalúa la eficacia de la educación a distancia para el área de la MBE en el mejoramiento de las competencias de los profesionales de la salud en dicho campo. Los principales resultados se relacionan con conocimientos, habilidades, actitudes y comportamientos relativos a la MBE.

    ¿Cuál es el objetivo de esta revisión?

    Esta revisión sistemática de Campbell estudia la eficacia de la educación a distancia en el mejoramiento del conocimiento y de la práctica de la medicina basada en evidencia.

    ¿Qué estudios se incluyeron?

    Los estudios consultados fueron ensayos controlados aleatorios (ECA), ECA grupales, ensayos no ECA, estudios de control pre y posintervención y series temporales interrumpidas efectuadas por profesionales de la salud que evaluaron diversas intervenciones educacionales en materia de MBE brindadas completa (educación a distancia pura) o parcialmente (aprendizaje semipresencial) a través de una plataforma electrónica en contraposición a la total ausencia de aprendizaje, al aprendizaje completamente presencial o a otras formas de educación a distancia para materias de MBE.

    La revisión abarcó 24 ensayos que comprendieron 20 ECA y 4 no ECA con un total de 3.825 participantes. Entre ellos se incluyeron médicos, enfermeras, psicoterapeutas, auxiliares médicos, preparadores físicos y una combinación de diversos profesionales de todos los niveles educacionales.

    ¿Cuáles son los principales resultados obtenidos por esta revisión?

    El aprendizaje a distancia puro, en comparación con la total ausencia de aprendizaje, mejora los conocimientos y las habilidades en el campo de la MBE, no así las actitudes y los comportamientos respectivos. El aprendizaje a distancia puro no consigue resultados más satisfactorios que el aprendizaje presencial puro en cuanto al mejoramiento de cualquiera de los principales resultados.

    El aprendizaje semipresencial es mejor que ninguna clase de aprendizaje para mejorar conocimientos, habilidades, actitudes y comportamientos relacionados con la MBE y es mejor que el aprendizaje presencial tradicional para mejorar actitudes y comportamientos. En comparación con la educación a distancia pura, el aprendizaje semipresencial mejora los conocimientos en materia de MBE. No es del todo claro qué componentes de la educación a distancia son los más eficaces para mejorar los resultados.

    Sin embargo, los estudios incluidos fueron de mediana a baja calidad y abarcaron apenas un puñado de estudios en cada análisis, además de ser imprecisos e inconsistentes en sus resultados en todos los ejercicios de comparación. Estas falencias deben tenerse en consideración al momento de interpretar los resultados.

    ¿Qué significan los resultados de esta revisión?

    La educación a distancia para asuntos de MBE -ya sea pura o semipresencial- en comparación con la ausencia total de aprendizaje mejora los conocimientos y las habilidades en este campo. No hay diferencia en los resultados cuando se compara la educación a distancia con la educación presencial tradicional. El aprendizaje semipresencial, que habitualmente comprende múltiples intervenciones, parece ser más efectivo que otros tipos de aprendizajes si de mejorar conocimientos, habilidades, actitudes y comportamientos en materia de MBE se trata.

    Las futuras investigaciones debieran prestar atención a los diversos componentes de la educación a distancia e informar adecuadamente sobre los elementos específicos de cada intervención, el contexto educacional y las estrategias de implementación.

    ¿Cuán actual es esta revisión?

    Sus autores revisaron estudios publicados hasta mayo de 2016 y este trabajo fue publicado en marzo de 2017.

Select language:

PLAIN LANGUAGE SUMMARY

Blended learning is most effective in increasing evidence-based health care competencies of health workers

Evidence-based health care (EBHC) is decision-making for health care, informed by the best research evidence. Doctors, nurses and allied health professionals need to have the necessary knowledge and skills to apply EBHC. The use of electronic learning (e-learning) for EBHC training is increasing.

E-learning, compared to no learning, improves EBHC knowledge and skills but not attitudes and behaviour. There is no difference in outcomes when comparing e-learning to face-to-face learning. Combining e-learning with face-to-face learning (blended learning) has a positive impact on EBHC knowledge, skills, attitude and behaviour.

What did the review study?

Evidence-based health care (EBHC) involves phrasing questions based on a knowledge gap, searching for research that can answer the question, critically appraising and interpreting the research, applying the results and auditing the process. Electronic learning (e-learning) has become an increasingly popular method of teaching EBHC.

This review assesses the effectiveness of e-learning of EBHC for increasing EBHC competencies in healthcare professionals. The primary outcomes are EBHC knowledge, skills, attitude and behaviour.

What is the aim of this review?

This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care knowledge and practice.

What studies were included?

Eligible studies were randomised controlled trials (RCTs), cluster RCTs, non-RCTs, controlled before-after studies and interrupted time series of any healthcare professional evaluating any educational intervention on EBHC, and that was delivered fully (pure e-learning) or in part (blended learning) via an electronic platform compared to no learning, face-to-face learning or other forms of e-learning of EBHC.

The review included 24 trials, comprising 20 RCTs and four non-RCTs, with a total of 3,825 participants. Participants were medical doctors, nurses, physiotherapists, physician assistants, athletic trainers and a combination of professionals at all levels of education. The studies included a variety of interventions.

What are the main results in this review?

Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.

Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour. Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which e-learning components are most effective in improving outcomes.

However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons. These shortcomings need to be taken into consideration when interpreting the results.

What do the findings in this review mean?

E-learning of EBHC, whether pure or blended, compared to no learning, improves EBHC knowledge and skills. There is no difference in these outcomes when comparing e-learning to face-to-face learning. Blended learning, which typically comprises multiple interventions, appears more effective than other types of learning in improving EBHC knowledge, skills, attitude and behaviour.

Future research should focus on the different components of e-learning and should adequately report on all the intervention components, the educational context and implementation strategies.

How up-to-date is this review?

The review authors searched for studies published until May 2016.

Library Image

See the full review

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