Effectiveness of Adaptive E-Learning Environments on Knowledge, Competence, and Behavior in Health Professionals and Students: Protocol for a Systematic Review and Meta-Analysis

Fontaine, Guillaume; Cossette, Sylvie; Maheu‐Cadotte, Marc‐André; Mailhot, Tanya; Deschênes, Marie‐France; Mathieu-Dupuis, Gabrielle

doi:10.2196/resprot.8085

Cited by 34 publications

(28 citation statements)

References 34 publications

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“…An example is virtual patients, which were created to facilitate contextualized learning of basic and clinical sciences for early medical training [ 32 ] and case-based learning through branching scenarios for clinical reasoning and decision-making skills training [ 33 - 37 ]. Adaptive learning aims to provide tailored training to suit the individual needs of the learner to maximize performance, and it is hypothesized that the greater the degree of adaptation and the inclusion of content adaptation, the greater is its effectiveness [ 38 ]. Factors such as learners’ knowledge levels, difficulty level of learning content, characteristics of the learner (learning styles, cognitive styles), and their preferences are used in adaptive eLearning systems to customize the content, navigation, presentation (media and layout), and materials/tools [ 38 , 39 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the Malnutrition eLearning Course for Global Capacity Building in the Management of Malnutrition: Cross-Country Interrupted Time-Series Study

Choi¹,

Yuen²,

Annan³

et al. 2018

J Med Internet Res

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BackgroundScaling up improved management of severe acute malnutrition has been identified as the nutrition intervention with the largest potential to reduce child mortality, but lack of operational capacity at all levels of the health system constrains scale-up. We therefore developed an interactive malnutrition eLearning course that is accessible at scale to build capacity of the health sector workforce to manage severely malnourished children according to the guidelines of the World Health Organization.ObjectiveThe aim of this study was to test whether the malnutrition eLearning course improves knowledge and skills of in-service and preservice health professionals in managing children with severe acute malnutrition and enables them to apply the gained knowledge and skills in patient care.MethodsThis 2-year prospective, longitudinal, cross-country, interrupted time-series study took place in Ghana, Guatemala, El Salvador, and Colombia between January 2015 and February 2017. A subset of 354 in-service health personnel from 12 hospitals and 2 Ministries of Health, 703 preservice trainees from 9 academic institutions, and 204 online users participated. Knowledge gained after training and retention over time was measured through pre- and postassessments comprising questions pertaining to screening, diagnosis, pathophysiology and treatment, and prevention of malnutrition. Comprehension, application, and integration of knowledge were tested. Changes in perception, confidence, and clinical practice were assessed through questionnaires and interviews.ResultsBefore the course, awareness of the World Health Organization guidelines was 36.73% (389/1059) overall, and 26.3% (94/358) among in-service professionals. The mean score gain in knowledge after access to the course in 606 participants who had pre- and postassessment data was 11.8 (95% CI 10.8-12.9; P<.001)—a relative increase of 41.5%. The proportion of participants who achieved a score above the pass mark posttraining was 58.7% (356/606), compared with 18.2% (110/606) in pretraining. Of the in-service professionals, 85.9% (128/149) reported applying their knowledge by changing their clinical practice in screening, assessment, diagnosis, and management. This group demonstrated significantly increased retained knowledge 6 months after training (mean difference [SD] from preassessment of 12.1 [11.8]), retaining 65.8% (12.1/18.4) of gained knowledge from the training. Changes in the management of malnutrition were reported by trained participants, and institutional, operational, and policy changes were also found.ConclusionsThe malnutrition eLearning course improved knowledge, understanding, and skills of health professionals in the diagnosis and management of children with severe acute malnutrition, and changes in clinical practice and confidence were reported following the completion of the course.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of the Malnutrition eLearning Course for Global Capacity Building in the Management of Malnutrition: Cross-Country Interrupted Time-Series Study

Choi¹,

Yuen²,

Annan³

et al. 2018

J Med Internet Res

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“…These results are consistent with other research findings in the literature. While the effectiveness of adaptive e-learning environments for both health professionals and health professions students is unclear (Fontaine et al, 2017), the possibilities of adaptive learning technologies in higher education is being explored as there is much agreement regarding its beneficial value (Liu et al, 2017) when applied thoughtfully and in a manner consistent with learning needs. Additionally, retrieval practice by taking periodic practice exams or quizzes and reviewing the results appears to enhance overall medical knowledge retention and may potentially provide effective direction for continued study and preparation (Wagner et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

An Exploratory Study of a Novel Adaptive e-Learning Board Review Product Helping Candidates Prepare for Certification Examinations

Healy¹,

Axelsson²,

Wongsirimeteekul³

et al. 2018

MedEdPublish

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Objectives: Online board-review products are widely used to prepare for high-stakes examinations; however, it is unclear if these products are truly helpful and which features are most useful. This study examined the user ratings of an e-learning examination-preparation product and its impact on first-time American Board of Internal Medicine Certifying Examination (ABIM-CE) test takers.Methods: 4,400 users were anonymously surveyed between 2015 and 2017 to determine their level of satisfaction with the NEJM Knowledge+ Internal Medicine Board Review (NEJM Knowledge+) product and their board-exam passage rate. Results:The responding users' (n=836) average ratings of NEJM Knowledge+'s content, relevance, components, and features were high. Similarly, a subgroup of responding users from the United States who primarily used NEJM Knowledge+ to prepare for an initial ABIM-CE between 2014 and 2016 (n=153) rated the content, relevance, components, and features high, with practice exams, adaptive delivery of questions, and reports on progress, performance, and metacognition as the most valuable features. Importantly, this subgroup of users passed the ABIM-CE on their first attempt at a significantly higher rate than the national average (95% vs 89%, z=2.6397, p=0.0083). Conclusion:An e-learning examination-preparation product that features adaptive delivery of questions, offers detailed feedback, and analyzes overall metacognition may be an effective tool for first-time test takers preparing for

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“…We conducted our systematic review following Cochrane methods (18). Our review is part of a larger series of systematic reviews synthesizing evidence on different types of DHE (19)(20)(21). The databases were first searched in 2014 and the searches updated on a yearly basis, the most recent in August 2017.…”

Section: Search Strategymentioning

confidence: 99%

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

Posadzki²,

Lee³

et al. 2019

Acta Derm Venerol

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Digital education is a promising new approach with advantages such as scalability, flexibility, portability and adaptability of education. This study synthesized effectiveness evidence for health professions' digital education in dermatology, and assessed whether it can improve knowledge, skills, attitudes and satisfaction as compared to traditional learning. We found 12 studies involving in total 955 health professionals. The main learning outcomes were comparable in terms of knowledge improvement, skills enhancement and satisfaction, suggesting the potential of digital health education to be used as a complementary or alternative method to traditional learning in dermatology. It has the potential to address the increased demand for dermatology education but requires further rigorous research to maximise its potential. Digital health education is a new approach that is receiving increasing attention with advantages such as scalability and flexibility of education. This study employed a Cochrane review approach to assess the evidence for the effectiveness of health professions' digital education in dermatology to improve knowledge, skills, attitudes and satisfaction. Twelve trials (n = 955 health professionals) met our eligibility criteria. Nine studies evaluated knowledge; of those two reported that digital education improved the outcome. Five studies evaluated skill; of those 3 studies stated that digital education improved this outcome whereas 2 showed no difference when compared with control. Of the 5 studies measuring learners' satisfaction, 3 studies claimed high satisfaction scores. Two studies reported that when compared with traditional education, digital education had little effect on satisfaction. The evidence for the effectiveness of digital health education in dermatology is mixed and the overall findings are inconclusive, mainly because of the predominantly very low quality of the evidence. More methodologically robust research is needed to further inform clinicians and policymakers.

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Effectiveness of Adaptive E-Learning Environments on Knowledge, Competence, and Behavior in Health Professionals and Students: Protocol for a Systematic Review and Meta-Analysis

Cited by 34 publications

References 34 publications

Effectiveness of the Malnutrition eLearning Course for Global Capacity Building in the Management of Malnutrition: Cross-Country Interrupted Time-Series Study

Effectiveness of the Malnutrition eLearning Course for Global Capacity Building in the Management of Malnutrition: Cross-Country Interrupted Time-Series Study

An Exploratory Study of a Novel Adaptive e-Learning Board Review Product Helping Candidates Prepare for Certification Examinations

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

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