scholarly journals Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration

10.2196/13000 ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. e13000 ◽  
Author(s):  
Monika Semwal ◽  
Penny Whiting ◽  
Ram Bajpai ◽  
Shweta Bajpai ◽  
Bhone Myint Kyaw ◽  
...  
Keyword(s):  
Systematic Review ◽  
Smoking Cessation ◽  
Health Education ◽  
Digital Health ◽  
Health Professions ◽  
Digital Education

scholarly journals Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/12937 ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. e12937 ◽  
Author(s):  
Gerard Dunleavy ◽  
Charoula Konstantia Nikolaou ◽  
Sokratis Nifakos ◽  
Rifat Atun ◽  
Gloria Chun Yi Law ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Education ◽  
Digital Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Digital Education

scholarly journals Health Professions Digital Education for Antibiotic Management: A Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

2019 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Lorainne Tudor Car ◽  
Louise Sandra van Galen ◽  
Michiel A van Agtmael ◽  
Céire E. Costelloe ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Education ◽  
Digital Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Digital Education ◽  
Antibiotic Management

scholarly journals Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration (Preprint)

2018 ◽  
Author(s):  
Monika Semwal ◽  
Penny Whiting ◽  
Ram Bajpai ◽  
Shweta Bajpai ◽  
Bhone Myint Kyaw ◽  
...  
Keyword(s):  
Systematic Review ◽  
Smoking Cessation ◽  
Health Professionals ◽  
Digital Health ◽  
Health Professions ◽  
Primary Objective ◽  
Setup Cost ◽  
Digital Education ◽  
Blended Education ◽  
Smoking Cessation Therapy

BACKGROUND Tobacco smoking, one of the leading causes of preventable death and disease, is associated with 7 million deaths every year. This is estimated to rise to more than 8 million deaths per year by 2030, with 80% occurring in low- and middle-income countries. Digital education, teaching, and learning using digital technologies have the potential to increase educational opportunities, supplement teaching activities, and decrease distance barriers in health professions education. OBJECTIVE The primary objective of this systematic review was to evaluate the effectiveness of digital education compared with various controls in improving learners’ knowledge, skills, attitudes, and satisfaction to deliver smoking cessation therapy. The secondary objectives were to assess patient-related outcomes, change in health professionals’ practice or behavior, self-efficacy or self-rated competence of health professionals in delivering smoking cessation therapy, and cost-effectiveness of the interventions. METHODS We searched 7 electronic databases and 2 trial registers for randomized controlled trials published between January 1990 and August 2017. We used gold standard Cochrane methods to select and extract data and appraise eligible studies. RESULTS A total of 11 studies (number of participants, n=2684) were included in the review. All studies found that digital education was at least as effective as traditional or usual learning. There was some suggestion that blended education results in similar or greater improvements in knowledge (standardized mean difference, SMD=0.19, 95% CI −0.35 to 0.72), skill (SMD=0.58, 95% CI 0.08-1.08), and satisfaction (SMD=0.62, 95% CI 0.12-1.12) compared with digital education or usual learning alone. There was also some evidence for improved attitude (SMD=0.45, 95% CI 0.18-0.72) following digital education compared with usual learning. Only 1 study reported patient outcomes and the setup cost of blended education but did not compare outcomes among groups. There were insufficient data to investigate what components of the digital education interventions were associated with the greatest improvements in learning outcomes. CONCLUSIONS The evidence suggests that digital education is at least as effective as usual learning in improving health professionals’ knowledge and skill for delivering smoking cessation therapy. However, limitations in the evidence base mean that these conclusions should be interpreted with some caution. CLINICALTRIAL PROSPERO CRD42016046815; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=46815

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

10.2196/20316 ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. e20316
Author(s):  
Pawel Posadzki ◽  
Malgorzata M Bala ◽  
Bhone Myint Kyaw ◽  
Monika Semwal ◽  
Ushashree Divakar ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Education ◽  
Digital Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Digital Education

scholarly journals Offline Digital Education for Postregistration Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (Preprint)

2018 ◽  
Author(s):  
Pawel Posadzki ◽  
Malgorzata M Bala ◽  
Bhone Myint Kyaw ◽  
Monika Semwal ◽  
Ushashree Divakar ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Digital Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Computer Assisted ◽  
Unintended Effects ◽  
Digital Education ◽  
Mental Health Therapists ◽  
Traditional Training

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.

scholarly journals Offline Digital Education for Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/13165 ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. e13165 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Pawel Posadzki ◽  
Gerard Dunleavy ◽  
Monika Semwal ◽  
Ushashree Divakar ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Health Education ◽  
Digital Health ◽  
Meta Analysis ◽  
Digital Education

scholarly journals Medical Doctors’ Offline Computer-Assisted Digital Education: Systematic Review by the Digital Health Education Collaboration

10.2196/12998 ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. e12998 ◽  
Author(s):  
Hayfaa Abdelmageed Wahabi ◽  
Samia Ahmed Esmaeil ◽  
Khawater Hassan Bahkali ◽  
Maher Abdelraheim Titi ◽  
Yasser Sami Amer ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Education ◽  
Digital Health ◽  
Computer Assisted ◽  
Medical Doctors ◽  
Digital Education
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