Digital Education for the Management of Chronic Wounds in Health Care Professionals: Protocol for a Systematic Review by the Digital Health Education Collaboration

Martinengo, Laura; Yeo, Natalie Jia Ying; Tang, Zheng Qiang; Kasturi, D; Markandran, Kasturi; Kyaw, Bhone Myint; Car, Lorainne Tudor

doi:10.2196/12488

Cited by 25 publications

(15 citation statements)

References 58 publications

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“…Digital education was a broad construct describing a wide range of teaching and learning strategies that were exclusively based on the use of electronic media and devices as training, communication, and interactions tools [ 19 ]. These aspects could pertain to educational approaches, concepts, methods, or technologies.…”

Section: Methodsmentioning

confidence: 99%

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

Vallée¹,

Blacher²,

Cariou³

et al. 2020

J Med Internet Res

362

230

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Background Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant. Conclusions From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

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Section: Methodsmentioning

confidence: 99%

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

Vallée¹,

Blacher²,

Cariou³

et al. 2020

J Med Internet Res

362

230

View full text Add to dashboard Cite

show abstract

“…E-learning modalities can include offline or online educational activities. 7 Additionally, this form of learning can range from a basic conversion of in-person content to digital format to a more complex deployment of digital technologies (eg, mobile education, virtual patients, and virtual reality) 6 E-learning can provide more flexible solutions for busy clinicians, allowing them to choose suitable times to work. It can also allow students to be more independent, as it is self-paced.…”

Section: Introductionmentioning

confidence: 99%

E-Learning for Undergraduate Medical Students

Tashkandi

2021

AMEP

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Purpose Disruption of education can lead to drastic changes and therefore, we need to maximize the benefits of e-technology. We aimed to explore changes in knowledge, attitudes, and challenges regarding e-learning during the COVID-19 pandemic and determine how e-learning has influenced academic performance. Methods We conducted a self-administrated electronic survey to collect information on undergraduate medical students’ e-learning. We evaluated its validity, reliability and pilot tested the instrument. Results Between August 7 and 19, 2020, we received 995 responses. The majority of respondents answered that they knew about the tools used for e-learning, such as mobile learning, links, online classes, e-assessment; 84% (n=836), 82% (n=815), 82% (n=811) and 80% (n=796), respectively. Two-third of the respondents gained fair/very good knowledge from online classes and discussion boards; 65% (n=635), and 63% (n=620), respectively. Regarding attitudes, less than half had “somewhat” adequate knowledge and proper training; 45% (n=449) and 36% (n=361), respectively, and less than a third had “somewhat” positive feelings; 29% (n=289). The reported challenges were poor Internet speed (55%, n=545) and the lack of clinical experience and physical examination skills (51%, n=512). There is a statistical difference between the test score for the first and second semesters for year 6, year 5, year 4, and year 2 ( P value < 0.05). Conclusion Most respondents reported that they knew about e-learning tools and answered that they gained fair/very good amounts of knowledge accompanied by acceptable attitudes. The challenges need to be addressed to improve e-learning infrastructure. The transition to e-learning accompanied by increased academic performance.

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“…The MOOC final certificates that might be important in continuous education can be both voluntary (Pérez‐Moreno et al 2018) and compulsory (Harvey et al 2017). Evaluation systems seem to be based mainly on knowledge acquisition and degree of engagement, thus leaving open the question of the effectiveness of this continuous education tool for maintaining practical competencies (Martinengo et al 2019). Evaluation heterogeneity across studies can affect participation and dropout rates that—when reported—have been documented as high (Jia et al 2019; Scott et al 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Despite multiple advantages, MOOCs have been documented to have weaknesses such as (a) the high dropout rates, which can be as high as 85% of participants (Wang et al 2019), (b) the challenged evaluation of learning outcomes, especially in terms of acquired technical and practical skills (Martinengo et al 2019), and (c) the risk of falling into a too standardized approach (Skiba 2017). research designs and of merging research methods used by investigators and to find out gaps in the existing evidence (Munn et al 2018), a scoping review was performed.…”

Section: Massive Online Open Coursesmentioning

confidence: 99%

Massive open online courses for nurses’ and healthcare professionals’ continuous education: a scoping review

Longhini

Rossettini

Palese

2021

International Nursing Review

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Aim: To map the main characteristics of massive open online courses, and their effectiveness, facilitators and barriers in continuing education among nurses and other healthcare professionals. Background: Online continuous education attracted new attention among educators and managers with regard to how to best design, implement it and evaluate its effectiveness. Introduction: No studies to date have mapped the state of research on massive open online courses and the facilitators promoting their effectiveness in continuing education. Methods: A scoping review performed in 2020 by following the Preferred Reporting Items for Systematic reviews and Meta-analysis extension-Scoping Reviews. Electronic databases were searched for primary and secondary studies, written in English. Identified barriers/facilitators were categorized using a content analysis. Results: Of the 1149 studies, 31 were included, and the majority had an explorative research design. Massive open online courses documented to date are characterized by their (a) developers' countries and providers, mainly the United Stated and universities, respectively; (b) variety of teaching methods and contents, including infectious diseases; (c) using both qualitative and quantitative assessment methods; and (d) multidisciplinary target audience ranging from 40 to 83 000 participants, including nurses. Facilitators of and barriers to effectiveness depend on their pedagogical background, appropriate course design, delivery and implementation as well as on the learners' profile. Discussion: Studies available to date are mainly based on experiential projects. A variety of strategies promoting massive online courses' effectiveness have emerged. Conclusion: Some public health issues may benefit from massive education, as a unique system promoting a quick and effective continuous education. Implications for Nursing/Health/Social Policy: Clinical nurses, nurse managers and educators should consider available evidence on massive online courses' when making decisions on which strategy to use to maintain competencies. Moreover, as a public health tool, massive online courses should be derived from a strong cooperation between political, scientific and professional bodies.

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Digital Education for the Management of Chronic Wounds in Health Care Professionals: Protocol for a Systematic Review by the Digital Health Education Collaboration

Cited by 25 publications

References 58 publications

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

E-Learning for Undergraduate Medical Students

Massive open online courses for nurses’ and healthcare professionals’ continuous education: a scoping review

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