Web-based learning strategies in combination with published guidelines to change practice of primary care professionals

Robson, Jean

doi:10.3399/bjgp09x395102

Cited by 24 publications

(23 citation statements)

References 15 publications

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“…Other authors have also been very optimistic about the use of new technology for CME activities [63,64]. A study by Robson demonstrated an effect of online modules alone on the performance of 45 GPs similar to the findings of Fordis and colleagues [2,10]. Interestingly, both found higher adherence to the recommendations without a gain in knowledge, but Robson asked his participants retrospectively, so there is a high risk of social desirability [2].…”

Section: Discussionmentioning

confidence: 79%

Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice

et al. 2010

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BackgroundThe implementation of new medical knowledge into general practice is a complex process. Blended learning may offer an effective and efficient educational intervention to reduce the knowledge-to-practice gap. The aim of this study was to compare knowledge acquisition about dementia management between a blended learning approach using online modules in addition to quality circles (QCs) and QCs alone.MethodsIn this cluster-randomised trial with QCs as clusters and general practitioners (GPs) as participants, 389 GPs from 26 QCs in the western part of Germany were invited to participate. Data on the GPs' knowledge were obtained at three points in time by means of a questionnaire survey. Primary outcome was the knowledge gain before and after the interventions. A subgroup analysis of the users of the online modules was performed.Results166 GPs were available for analysis and filled out a knowledge test at least two times. A significant increase of knowledge was found in both groups that indicated positive learning effects of both approaches. However, there was no significant difference between the groups. A subgroup analysis of the GPs who self-reported that they had actually used the online modules showed that they had a significant increase in their knowledge scores.ConclusionA blended learning approach was not superior to a QCs approach for improving knowledge about dementia management. However, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge.Trial registrationCurrent Controlled Trials ISRCTN36550981.

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Section: Discussionmentioning

confidence: 79%

Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice

et al. 2010

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“…Simple Educational Tools and Practice Change compared to electronic formats (Turner et al 2006;Kerfoot 2008). One study does report physician acceptance of and some self-reported changes in practice following online problem-based learning modules based on clinical care guidelines (Robson 2009). However, there was little documented change in knowledge and participants volunteered.…”

Section: Discussionmentioning

confidence: 99%

Clinicians prefer simple educational tools for implementing practice change

Jefferies

Shah

2011

Medical Teacher

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Background: Successful implementation of practice change requires educational tools that engage and motivate clinicians. Aim: To examine clinician usage and preference for different educational tools when a multifaceted strategy was used for implementation of new recommendations for managing newborns at risk of sepsis. Methods: Seminars, web-based tutorial, handouts, pocket cards and web-based management algorithm were used to educate health professionals. Ninety-two clinicians attended seminars and completed feedback questionnaires that included three questions assessing knowledge of the recommendations. After 3 months, an electronic survey containing the same questions was sent to 41 key stakeholders (staff neonatologists, trainee physicians, nurse practitioners and respiratory therapists) who provided patient care during the implementation period. Compliance with recommendations was assessed by chart audit. Results: Seminar content was helpful to 97% of participants and 88% were comfortable using the recommendations. Response rate for the 3-month survey was 80%. The most frequently used and useful tools were pocket cards (76%) and seminars (76%); 79% continued to use the card. Only one respondent used the web tutorial and four used the algorithm. There was no significant difference in percent correct responses to the questions between the two timepoints ( p 4 0.05). Compliance with the recommendations was 83%. Conclusions: When provided with different educational tools, clinicians prefer pocket cards and seminars -tools that are simple and readily accessed.

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“…Evidence-based educational guidelines recommend this mixed approach [7]. The combination of guidelines and problem-based e-learning plus interaction with the computer increases knowledge and results in change in practice [8]. Schneider et al stated that students using the learning and teaching platform CASUS ® for preparing lectures of VPs lead to improved outcomes [9].…”

Section: Students' Perspectivementioning

confidence: 98%

E-learning innovations for the education of general practitioners at the Bavarian Virtual University (BVU) – a model for other countries

Vogel

Kormann²,

Mehring

et al. 2015

Bio-Algorithms and Med-Systems

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Background:The Bavarian Virtual University (BVU) offers resources to develop and implement e-learning courses and allows open access to information and provides the capacity to share information. Students of Bavarian universities can participate easily in these courses. Thus, the barriers to enter a university are now much lower. E-learning will be supported by the use of the learning and authoring software CASUS ® . It optimises the creation of virtual patients and guarantees a common standard and a high quality throughout the whole e-learning course. Methods: This paper describes the application process of proposals at BVU and the development process of online courses with CASUS ® using the example of "General Practice". The conceptual structure of the program and its specific rationale is presented herein. In addition, the number of participating students is analysed when the online course is integrated in the curriculum or when it is not. Results: The e-learning course General Practice includes a total of 48 scenarios. They focus on the heuristics in General Practice of prevention and primary care. If the online courses are integrated in the curriculum, the

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Web-based learning strategies in combination with published guidelines to change practice of primary care professionals

Cited by 24 publications

References 15 publications

Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice

Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice

Clinicians prefer simple educational tools for implementing practice change

E-learning innovations for the education of general practitioners at the Bavarian Virtual University (BVU) – a model for other countries

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