Hypertext Computer-Assisted Instruction for Geriatric Physical Therapists

Moran, Michael L.

doi:10.1080/j148v10n02_03

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…The majority of studies (51.8%) were conducted in nurses [23,24,26-37] followed by pharmacists (14.8%) [38-41], mental health therapists (11.1%) [21,25,42], dentists (7.4%) [43,44], midwives [22], physical therapists [45], patient care personnel [46], and substance abuse counselors [47]. The evaluated interventions included blended learning [35]; CD-ROM and emails [43]; computer-assisted instruction (CAI), computer-based training, or computer-mediated training [22,23,26,28,29,34,36,38, 41,42,44-46]; CD-ROM [24,30-33,37,47]; PowerPoint presentation [39,40,46]; and software [21,25,27]. The duration of the intervention ranged from 50 min [28,38] to 3 months [21,25,31,46].…”

Section: Resultsmentioning

confidence: 99%

“…The duration of the intervention ranged from 50 min [28,38] to 3 months [21,25,31,46]. The intensity ranged from 15 min [44] to 2.4 h [37]. Comparison groups included no intervention [22,26,32,33,37,43-45,47], blended learning [21,25], and traditional learning [23,24,27-31,34-36,38-42,46].…”

Section: Resultsmentioning

confidence: 99%

“…The intensity ranged from 15 min [44] to 2.4 h [37]. Comparison groups included no intervention [22,26,32,33,37,43-45,47], blended learning [21,25], and traditional learning [23,24,27-31,34-36,38-42,46]. Primary outcomes included knowledge in 20 studies [21-24,26-48], skills in 9 studies [22,24,31,35,37,38,41-43], attitudes in 7 studies [26,30,35,40,41,44,45], satisfaction in 9 studies [23,25,28, 33,35,36,38,40,42], and patient-centered outcomes in 2 studies [22,25].…”

Section: Resultsmentioning

confidence: 99%

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Offline Digital Education for Postregistration Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Posadzki¹,

Bała²,

Kyaw³

et al. 2019

J Med Internet Res

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Background The shortage and disproportionate distribution of health care workers worldwide is further aggravated by the inadequacy of training programs, difficulties in implementing conventional curricula, deficiencies in learning infrastructure, or a lack of essential equipment. Offline digital education has the potential to improve the quality of health professions education. Objective The primary objective of this systematic review was to evaluate the effectiveness of offline digital education compared with various controls in improving learners’ knowledge, skills, attitudes, satisfaction, and patient-related outcomes. The secondary objectives were (1) to assess the cost-effectiveness of the interventions and (2) to assess adverse effects of the interventions on patients and learners. Methods We searched 7 electronic databases and 2 trial registries for randomized controlled trials published between January 1990 and August 2017. We used Cochrane systematic review methods. Results A total of 27 trials involving 4618 individuals were included in this systematic review. Meta-analyses found that compared with no intervention, offline digital education (CD-ROM) may increase knowledge in nurses (standardized mean difference [SMD]=1.88; 95% CI 1.14 to 2.62; participants=300; studies=3; I2=80%; low certainty evidence). A meta-analysis of 2 studies found that compared with no intervention, the effects of offline digital education (computer-assisted training [CAT]) on nurses and physical therapists’ knowledge were uncertain (SMD 0.55; 95% CI –0.39 to 1.50; participants=64; I2=71%; very low certainty evidence). A meta-analysis of 2 studies found that compared with traditional learning, a PowerPoint presentation may improve the knowledge of patient care personnel and pharmacists (SMD 0.76; 95% CI 0.29 to 1.23; participants=167; I2=54%; low certainty evidence). A meta-analysis of 4 studies found that compared with traditional training, the effects of computer-assisted training on skills in community (mental health) therapists, nurses, and pharmacists were uncertain (SMD 0.45; 95% CI –0.35 to 1.25; participants=229; I2=88%; very low certainty evidence). A meta-analysis of 4 studies found that compared with traditional training, offline digital education may have little effect or no difference on satisfaction scores in nurses and mental health therapists (SMD –0.07; 95% CI –0.42 to 0.28, participants=232; I2=41%; low certainty evidence). A total of 2 studies found that offline digital education may have little or no effect on patient-centered outcomes when compared with blended learning. For skills and attitudes, the results were mixed and inconclusive. None of the studies reported adverse or unintended effects of the interventions. Only 1 study reported costs of interventions. The risk of bias was predominantly unclear and the certainty of the evidence ranged from low to very low. Conclusions There is some evidence to support the effectiveness of offline digital education in improving learners’ knowledge and insufficient quality and quantity evidence for the other outcomes. Future high-quality studies are needed to increase generalizability and inform use of this modality of education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Offline Digital Education for Postregistration Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Posadzki¹,

Bała²,

Kyaw³

et al. 2019

J Med Internet Res

View full text Add to dashboard Cite

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“…14,16 Many of the advantages of online learning stated previously were also reported in these studies, particularly ease of use of the program, working at their own pace and on their own time, enjoying the student-student interaction, feedback supplied by program, multiple sensory input, improving computer literacy, and im-proved self-motivation and self-directed learning. 14,16,[20][21][22] Many students desired additional education using this type of instructional technique. 13,19,20 Disadvantages associated with online education noted by students in both allied health and other higher education courses mainly revolved around technological frustrations.…”

Section: Student Perspective: Benefits and Limitations Of Online Learmentioning

confidence: 99%

“…14,16,[20][21][22] Many students desired additional education using this type of instructional technique. 13,19,20 Disadvantages associated with online education noted by students in both allied health and other higher education courses mainly revolved around technological frustrations. Students were hampered by the slow downloading of visual images, high telephone bills when a local number for Internet access was unavailable, and lack of campus computer resources.…”

Section: Student Perspective: Benefits and Limitations Of Online Learmentioning

confidence: 99%

Student Perceptions of an Online Dental Terminology Course

Grimes

2002

Journal of Dental Education

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Online learning is becoming a recognized method for delivering educational content throughout institutions of higher education. Few studies have been performed regarding online learning in dentistry or dental hygiene. The purpose of this qualitative research study was to describe and analyze the experiences of thirteen students enrolled in an online dental terminology course to determine their satisfaction level. The overall perceptions of online learning were positive, and although some frustrations were apparent, the majority of students stated that they learned a great deal, found the course valuable, and were now familiar with the terminology. Students commented on the convenience of taking the course at a time that fit their schedule and a place that they did not have to commute to attend. Technical issues and student isolation seemed to be the primary drawbacks to online learning. Some students missed the interaction that exists in a regular classroom. Students strongly suggested that, to be successful in online education, one had to be a self-directed learner. In addition, visual learners were more apt than audio learners to appreciate online learning. The results of this study suggest that online learning was a valuable method for teaching dental terminology and is particularly beneficial for students with no other alternative methods for gaining access to the courses due to geographical location. Where appropriate, online courses should be considered an option for providing distance education in dental hygiene programs.Dr. Grimes is Clinical Associate Professor, Department of Dental Hygiene, University of Vermont. Direct correspondence to her at the University of Vermont, Department of Dental Hygiene, 002 Rowell Building, Burlington, VT 05405; 802-656-5044 phone; 802-656-8440 fax; egrimes@zoo.uvm.edu. Reprints will not be available.

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Which Learning Activities Enhance Physical Therapist Practice? Part 1: Systematic Review and Meta-analysis of Quantitative Studies

et al. 2020

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Objective Following graduation from professional education, the development of clinical expertise requires career-long participation in learning activities. The purpose of this study was to evaluate which learning activities enhanced physical therapist practice. Methods Eight databases were searched for studies published from inception through December 2018. Articles reporting quantitative data evaluating the effectiveness of learning activities completed by qualified physical therapists were included. Study characteristics and results were extracted from the 26 randomized controlled trials that met the inclusion criteria. Clinician (knowledge, affective attributes, and behavior) and patient-related outcomes were extracted. Results There was limited evidence that professional development courses improved physical therapist knowledge. There was low-level evidence that peer assessment and feedback were more effective than case discussion at improving knowledge (standardized mean difference = 0.35, 95% CI = 0.09–0.62). Results were inconsistent for the effect of learning activities on affective attributes. Courses with active learning components appeared more effective at changing physical therapist behavior. The completion of courses by physical therapists did not improve patient outcomes; however, the addition of a mentored patient interaction appeared impactful. Conclusion Current evidence suggests active approaches, such as peer assessment and mentored patient interactions, should be used when designing learning activities for physical therapists. Further high-quality research focused on evaluating the impact of active learning interventions on physical therapist practice and patient outcomes is now needed. Impact This study is a first step in determining which learning activities enhance clinical expertise and practice would enable the physical therapy profession to make informed decisions about the allocation of professional development resources.

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Hypertext Computer-Assisted Instruction for Geriatric Physical Therapists

Cited by 5 publications

References 9 publications

Offline Digital Education for Postregistration Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Offline Digital Education for Postregistration Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Student Perceptions of an Online Dental Terminology Course

Which Learning Activities Enhance Physical Therapist Practice? Part 1: Systematic Review and Meta-analysis of Quantitative Studies

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