The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

Stemp, Jason D; Ghosh, Debannita; Khan, Urooj Raza; Boyd, James H.

doi:10.24059/olj.v26i4.3115

Cited by 4 publications

(2 citation statements)

References 43 publications

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“…To the best of our knowledge, this will be the first systematic scoping review to address public and global health as a growing field of medical education. While previously published reviews did not focus on medical education [29] or were limited in scope [29][30][31], this study will identify the theoretical framework, methods, and domains commonly used in the evaluation of public and global health e-learning. Thus, the study will underline the existing gaps in the scope and practice of e-learning evaluation.…”

Section: Expected Findingsmentioning

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

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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: Expected Findingsmentioning

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

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“…Stemp et al 22 noted that in course assessments, it is insufficient to only quantitatively assess learning effectiveness in online education. Thus, adopting a study methodology that assesses both quantitative (QUAN) and qualitative (QUAL) data is necessary in thoroughly understanding the phenomenon.…”

Section: Introductionmentioning

confidence: 99%

Japanese nurses’ confidence in their understanding of telenursing via e-learning: A mixed-methods study

Kamei,

Kawada,

Kakai

et al. 2024

DIGITAL HEALTH

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Objective Telenursing e-learning courses have been shown to enhance nurses’ skills and knowledge; however, the subjective learning experience is unclear. In this study, we identified meta-inferences to quantitatively and qualitatively understand this experience, as well as the types of knowledge gained through an e-learning course and how they are linked to each other, in order to enhance nurses’ confidence in their understanding of telenursing. Methods We employed a single-arm intervention with a mixed-methods convergent parallel design. We converged participants’ self-reported pre- and post-course confidence scores with their reflections on the learning experience, which were reported qualitatively as improved or unimproved. A total of 143 Japanese nurses with a mean of 20 years of nursing experience participated in this study. Results Among the participants, 72.7% demonstrated improved confidence in their understanding of telenursing after completing the e-learning course. The baseline confidence score was originally higher in the group that reported unimproved confidence (p < .001). Although there was no statistical difference in the usability and practicality scores between the two groups, the qualitative learning experience in these aspects differed in terms of the depth of knowledge of telenursing obtained. Conclusions Nurses’ quantitative confidence in their understanding of telenursing after course completion was incongruent with their qualitative perspectives of the learning experience. Nursing educators, healthcare policymakers, and other stakeholders should consider that learners’ overconfidence in their understanding of telenursing and comprehension of e-learning materials may result in their failure to develop key telenursing competencies, skills, and knowledge.

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