Effects of computer-based education on health professionals’ knowledge, skills, and behavior: A scoping review

Hussein, Rand; Lin, Esther C.J.; Grindrod, Kelly

doi:10.1016/j.japh.2021.01.036

Cited by 6 publications

(4 citation statements)

References 44 publications

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“…This study contributes to existing literature with few studies comparing the effect of computer-based education to printed educational material among pharmacists. In a recent scoping review of the effect of computer-based education on health care providers’ knowledge skills and behaviour, a total of 14 studies assessed knowledge gain [ 19 ]. Only one study targeting pharmacists was identified.…”

Section: Discussionmentioning

confidence: 99%

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Evaluating the Effectiveness of the Computer-Based Education Platform, Pharmacy5in5, on Pharmacists’ Knowledge of Anticholinergic Toxicity Using a Randomized Controlled Trial

Hussein

Bareham

et al. 2022

Pharmacy

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Background: Computer-based education has been widely implemented in healthcare professional development education. However, there has been little examination of the potential for computer-based education to enhance pharmacists’ knowledge. This study aims to assess the effectiveness of computer-based education on improving pharmacists’ knowledge compared to printed education material. Methods: This study was a web-based randomized controlled trial. Participants were randomly allocated to either an intervention group where they had access to the computer-based education module on Pharmacy5in5.ca or to a control group where they had access to printed educational material. Knowledge gain was assessed using a pre- and post-knowledge test. Results: A total of 120 pharmacists were recruited and 101 completed the post-knowledge test (50/60 in the intervention group; 51/60 in the control group). Both groups showed a significant increase in knowledge gain (intervention group: pre-test mean score 19.35 ± 3.56, post-test mean score 22.42 ± 3.812, p value < 0.001; control group pre-test mean score 19.22 ± 3.45, post-test mean score 23.29 ± 3.087, p value < 0.001). However, the difference in knowledge change was not significant between the two groups (22.42 vs. 23.29, p value = 0.333). Conclusions: In this study, a computer-based education module enhanced pharmacists’ knowledge to a similar degree to printed education material. Efforts should be made to provide computer-based education as an option to support pharmacists’ professional development.

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Section: Discussionmentioning

confidence: 99%

“…The ability of computer-based learning to improve knowledge has been well established for nurses and physicians, however, there is limited evidence evaluating its use among pharmacists [ 18 , 19 ]. Moreover, most studies targeting pharmacists focus on pharmacy students rather than experienced pharmacists [ 20 , 21 , 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness of the Computer-Based Education Platform, Pharmacy5in5, on Pharmacists’ Knowledge of Anticholinergic Toxicity Using a Randomized Controlled Trial

Hussein

Bareham

et al. 2022

Pharmacy

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“…The same specifics stand as reference elements for the development of the software learning environment described in the present work, which allowed to highlight both the soundness of the f-HIN model, as well as the feasibility and variety of learning questions the users may deal with using it. The improvement of the fHINscene application stems in fact from the general HIN theoretical framework, further refined according to the features of the f-HIN model, to provide a reliable computer-based platform to deliver education to (present and future) health professionals [21].…”

Section: Discussionmentioning

confidence: 99%

“…In particular, Petri Nets have widely been used in the medical domain for workflows modelling [15,16], access to services management [17], resource management [18], or guidelines [19], to figure out the flow of planned and executed activities to accomplish specific tasks, or to solve clinical problems. On the other hand, the deployment of technology-enhanced education has been in evolutionary development since the second half of the last century, and it is currently acknowledged as playing a pivotal role in delivering education to health professionals for the development of knowledge, skills, and behavior [20,21]. The present paper: (i) briefly reviews the theoretical background of computer-assisted education of clinical reasoning, and shows that CRM is a new concept, currently unsupported by any technology-enhanced pedagogy; (ii) describes the main features of the PN-based Health Issue Network (HIN) approach [22], whose underlying mathematical properties ensure a sound and formally correct representation of the evolutions over time of the patient's Health Issues (HIs); (iii) introduces the f-HIN model (along with its derivation, called f-HINe), as a set of user-friendly methods and tools to support undergraduate medical education for CRM, via the design and development of exercises aimed at reconstructing the network of diseases, with specific reference to multimorbidity patients; and (iv) points out in its principal functions a tailor-made software learning environment for the design, validation, and evaluation of f-HINe networks for educational purposes, called fHINscene.…”

Section: Introductionmentioning

confidence: 99%

The Friendly Health Issue Network to Support Computer-Assisted Education for Clinical Reasoning in Multimorbidity Patients

et al. 2021

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Clinical reasoning in multimorbidity conditions asks for the ability to anticipate the possible evolutions of the overall health state of a patient and to identify the interactions among the concurrent health issues and their treatments. The HIN (Health Issue Network) approach, as Petri Nets-based formal language, is introduced as capable of providing a novel perspective to facilitate the acquisition of such competencies, graphically representing the network among a set of health issues (HIs) that affect a person throughout their life, and describing how HIs evolve over time. The need to provide a more immediate user-oriented interface has led to the development of f-HIN (friendly HIN), a lighter version based on the same mathematical properties as HIN, from which stems in turn the f-HINe (friendly HIN extracted) model, used to represent networks related to either real patients’ clinical experiences extracted from electronic health records, or from teacher-designed realistic clinical histories. Such models have also been designed to be embedded in a software learning environment that allows drawing a f-HIN diagram, checking for its format correctness, as well as designing clinical exercises for the learners, including their computer-assisted assessment. The present paper aims at introducing and discussing the f-HIN/f-HINe models and their educational use. It also introduces the main features of the software learning environment it was built upon, pointing out its importance to: (i) help medical teachers in designing and representing the context of a learning outcome; and (ii) handle the complex history of a multimorbidity patient, to be conveyed in Case-Based Learning (CBL) exercises.

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Embracing Our Differences: Advancing Diversity, Equity, and Inclusion Through Perioperative Nursing Education

Golding,

Fencl

2024

AORN Journal

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A focus on diversity, equity, and inclusion (DEI) in a health care system is critical to ensure patient safety and improve the health outcomes of all surgical patients and communities. Some patient populations continue to experience disparities that negatively affect their burden of illness, ability to access quality care, and health‐related outcomes. Unconscious (or implicit) bias among clinicians can lead to unintentional discrimination against marginalized groups. Organization and perioperative leaders should recognize the importance of developing a workplace culture committed to DEI and implement strategies to educate and empower clinicians to embrace these initiatives. When developing educational offerings on DEI for personnel, educators should use a framework and a variety of educational strategies, such as listening tours, computer‐based learning, simulations, and journal and book clubs, to engage teams focused on optimizing the health and well‐being of the diverse surgical populations in their communities.

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Effects of computer-based education on health professionals’ knowledge, skills, and behavior: A scoping review

Cited by 6 publications

References 44 publications

Evaluating the Effectiveness of the Computer-Based Education Platform, Pharmacy5in5, on Pharmacists’ Knowledge of Anticholinergic Toxicity Using a Randomized Controlled Trial

Evaluating the Effectiveness of the Computer-Based Education Platform, Pharmacy5in5, on Pharmacists’ Knowledge of Anticholinergic Toxicity Using a Randomized Controlled Trial

The Friendly Health Issue Network to Support Computer-Assisted Education for Clinical Reasoning in Multimorbidity Patients

Embracing Our Differences: Advancing Diversity, Equity, and Inclusion Through Perioperative Nursing Education

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