Learning Outcomes and Educational Effectiveness of E-Learning as a Continuing Professional Development Intervention for Practicing Surgeons and Proceduralists: A Systematic Review

Williams, Erin; Fernandes, Rosephine Del; Choi, Kai Chow; Fasola, Laurie; Zevin, Boris

doi:10.1016/j.jsurg.2023.05.017

Cited by 4 publications

(2 citation statements)

References 49 publications

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“…To do so, a standard and rigorous approach to evaluating e-learning is essential. Existing evidence suggests that e-learning is associated with high satisfaction and improvement in knowledge and skills [18,19], and the effectiveness of e-learning for health professionals is comparable to that of traditional educational interventions. However, the existing literature in medical education is usually limited to measuring e-learning outcomes and comparing e-learning with traditional methodologies.…”

Section: Introductionmentioning

confidence: 99%

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e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review

Bahattab,

Hanna,

Teo Voicescu

et al. 2023

JMIR Res Protoc

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Background There has been a significant increase in the use of e-learning for global and public health education recently, especially following the COVID-19 pandemic. e-Learning holds the potential to offer equal opportunities, overcoming barriers like physical limitations and training costs. However, its effectiveness remains debated, with institutions unprepared for the sudden shift during the pandemic. To effectively evaluate the outcomes of e-learning, a standardized and rigorous approach is necessary. However, the existing literature on this subject often lacks standardized assessment tools and theoretical foundations, leading to ambiguity in the evaluation process. Consequently, it becomes imperative to identify a clear theoretical foundation and practical approach for evaluating global and public health e-learning outcomes. Objective This protocol for a scoping review aims to map the state of e-learning evaluation in global and public health education to determine the existing theoretical evaluation frameworks, methods, tools, and domains and the gaps in research and practice. Methods The scoping review will be conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The initial search was performed in PubMed, Education Resource Information Center, Web of Science, and Scopus to identify peer-reviewed articles that report on the use of evaluation and assessment for e-learning training. The search strings combined the concepts of e-learning, public health, and health science education, along with evaluation and frameworks. After the initial search, a screening process will be carried out to determine the relevance of the identified studies to the research question. Data related to the characteristics of the included studies, the characteristics of the e-learning technology used in the studies, and the study outcomes will be extracted from the eligible articles. The extracted data will then undergo a structured, descriptive, quantitative, and qualitative content analysis to synthesize the information from the selected studies. Results Initial database searches yielded a total of 980 results. Duplicates have been removed, and title and abstract screening of the 805 remaining extracted articles are underway. Quantitative and qualitative findings from the reviewed articles will be presented to answer the study objective. Conclusions This scoping review will provide global and public health educators with a comprehensive overview of the current state of e-learning evaluation. By identifying existing e-learning frameworks and tools, the findings will offer valuable guidance for further advancements in global and public health e-learning evaluation. The study will also enable the creation of a comprehensive, evidence-based e-learning evaluation framework and tools, which will improve the quality and accountability of global health and public health education. Ultimately, this will contribute to better health outcomes. International Registered Report Identifier (IRRID) DERR1-10.2196/49955

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Section: Introductionmentioning

confidence: 99%

“…However, the existing literature in medical education is usually limited to measuring e-learning outcomes and comparing e-learning with traditional methodologies. Further research is needed, particularly focusing on its impact on trainees' behaviors and patient outcomes [18,20].…”

Section: Introductionmentioning

confidence: 99%

e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review

Bahattab,

Hanna,

Teo Voicescu

et al. 2023

JMIR Res Protoc

View full text Add to dashboard Cite

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Application of Fuzzy Logic for Evaluating Student Learning Outcomes in E-Learning

Mousse,

Almufti,

García

et al. 2024

Lecture Notes in Networks and Systems

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E-learning Interventions for Quality Improvement Continuing Medical Education—A Scoping Review

Roth,

Maggio,

Costello

et al. 2024

J Contin Educ Health Prof

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Introduction: Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME. Methods: We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus. Results: Twenty-one studies were included. Most studies used blended instruction (n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected. Discussion: Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.

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Learning Outcomes and Educational Effectiveness of E-Learning as a Continuing Professional Development Intervention for Practicing Surgeons and Proceduralists: A Systematic Review

Cited by 4 publications

References 49 publications

e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review

e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review

Application of Fuzzy Logic for Evaluating Student Learning Outcomes in E-Learning

E-learning Interventions for Quality Improvement Continuing Medical Education—A Scoping Review

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