Digital learning for healthcare professional …...Digital learning for healthcare professional...
Transcript of Digital learning for healthcare professional …...Digital learning for healthcare professional...
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Digital learning for healthcare professional education: is mobile learning effective?
Gerard Dunleavy
Research Associate in Population Health
Centre for Population Health Sciences, Lee Kong Chian School of Medicine
The Fourth Global Forum on Human Resources for Health
16th November 2017
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Overview
• Background
• Objective
• Methodology
• Results
• Conclusion
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Background - the problem
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Background - the problem
2030
Source: Liu et al, 2017
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Background – a possible solution
‘mLearning’, any intervention using handheld,
mobile devices to deliver
educational content
Low cost
Portability
High accessibility
…in order to
extend the reach of learning and
teaching beyond physical space
and distance
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Mobile devices, ubiquitous to modern life…
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Examples of mLearning
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Objective
• To evaluate the effect of mobile learning(mLearning) interventions on healthcare professional(HCP) education
– knowledge
– skills
– attitudes
– satisfaction
• Participants: Undergraduate and registered HCPs.
• Intervention: mLearning interventions, blended learning.
• Control: Traditional learning.
• Outcomes: Knowledge, skills, attitude, satisfaction.
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Can the inadequacy of HCP training be
addressed through mLearning?
MEDLINE, Embase, the Cochrane Central
Register of Controlled Trials (CENTRAL),
PsychINFO, ERIC, CINAHL and Web of Science
Core Collection.] and clinical trial registries
(ClinicalTrial.gov, and WHO ICTRP) from
January 1990 to August 2017
Synthesis the evidence
4
Methodology
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Results – Prisma Flow Chart
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USA (14),
South Korea (2), UK (2), Australia(1),
Canada(1), Germany(1), The
Netherlands(1), New Zealand(1),
Singapore(1), Spain(1), Switzerland(1),
Taiwan (1).
China(1), Iran(1), Kenya(1), Turkey(1)
Results – Description of the studies
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Results – Description of the studies
N = 2,631 participants31 RCTs – all published
since 2006
16
13
2
0 5 10 15 20
Undergraduate
Post-
registration
Mixed
participants
Number of studies
Type of HCPs
mLearning vs Traditional learning 18
Blended vs Traditional learning 13
0
2
4
6
8
10
12
14
16
18
Tablet/Smartphone PDA Basic mobile phone iPod/mp3 player
No
. o
f st
ud
ies
Types of mLearning
0
5
10
15
20
2006-2009 2010-2013 2014- August 2017
TREND BY YEAR OF PUBLICATION
No. of studies
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Results
Knowledge
vs
Skills
6 studies
(n=1,484)
3 studies
(n=1,165)
4 studies
(n=339)
1 study
(n=32)
Attitude
2 studies
(n=116)
1 study
(n=64)
Satisfaction
1 study
(n=87)
1 study
(n=33)
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Knowledge Skills
1 study
(n=49)
4 studies
(n=276)
6 studies
(n=300)
2 studies
(n=32)
vs+
1 study
(n=35)
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Result: Cost comparison
mLearning Traditional learning
No. of participants 243 236
Intervention Text messages One-day workshop
Cost of delivery per health
worker (USD)$
0.32 89.96
Baseline knowledge score
mean(SD)
0.33 (0.12) 0.34 (0.13)
A 280-fold difference per person.
Source: Chen, 2014
Post-intervention knowledge
score mean(SD)
0.46 (0.16) 0.31 (0.11)
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Conclusions
• mLearning is a promising alternative to traditional learning for educating HCPs
• There is a need for methodologically robust research, employing validated and standardized outcome measurement tools
• Studies should also assess cost-effectiveness, patient related outcomes and potential adverse/unintended effects of mLearning
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Thank you
Acknowledgements
LKC School of Medicine (Singapore) Asst Prof Lorainne Tudor Car
Dr Gloria Law
Dr Shoko Dauwels
Assoc Prof Nabil Zary
Karolinska Institutet (Sweden) Mr Sokratis Nifakos
Université catholique de Louvain (Belgium) Dr Charoula K Nikolaou
This research is supported by the Lee Kong Chian School of Medicine, Nanyang
Technological University eLearning grant.
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Any questions?
For further info,
contact Gerard Dunleavy [email protected]
or Asst Prof Lorainne Tudor-Car (corresponding author) [email protected]
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Appendix
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Results
Knowledge Skills Attitudes Satisfaction
Number of studies 9 6 3 3
Number of participants 1112 411 152 199
Direction of effect
Favors mLearning
No Difference
Favors Control
Incomparable outcome data
3 studies
6 studies
0 studies
0 studies
4 studies
1 study
0 studies
1 study
1 study
2 studies
0 studies
0 studies
1 study
1 studies
0 studies
1 studies
mLearning vs traditional learning
Quality of evidence was downgraded to ‘very low’.
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Results
Knowledge Skills Attitude Satisfaction
Number of studies 6 9 2 1
Number of participants 345 618 93 111
Direction of effect
Favors blended learning
No Difference
Favors Control
Incomplete outcome data
3 studies
2 studies
1 study
0 studies
6 studies
1 studies
0 studies
2 studies
0 studies
1 study
0 studies
1 study
0 studies
0 studies
0 studies
1 study
Blended learning vs traditional learning
Quality of evidence was downgraded to ‘very low’.
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Results – Knowledge
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Results - Skills
Time to successfully complete a skills task
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Results – Attitude and Satisfaction
Attitude
Satisfaction
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Search Terms in Search Strategy
• Profession• (student* or graduate* or undergraduate* or staff or personnel or practitioner* or clerk* or
fellow* or internship* or residen* or educat* or train* or novice* or tutor*) Health Personnel, Allied Health Personnel, Anatomists, Coroners and Medical Examiners, Dental Staff, Dentists, Health Educators, Infection Control Practitioners, Medical Laboratory Personnel, Medical Staff, Nurses, Nursing Staff, Hospital Personnel, Pharmacists, Physicians, Physician*, Doctor*, Nurs*, Surg*, Health Personnel, healthcare professional*, radiolog*, dentist*, Pharmacist*, Hospital Administrator*, Podiatr*, Psycholog*, Psychiatr*, An?esthesi* Clinician*, Dermatolog*, General practioner*, Cardiolog*, Oncolog*, Rheumatolog*, Neurolog*, Patholog*, Paediatric*, Physiotherap*, Physical therap*, Occupational therap*, dietician*, Dietetic*, midwife*, nutrition*, orthopti*, obstetric*, gynaecolog*, orthodont*, Urolog*, Health Occupations, Allied Health Occupations, Biomedical Engineering, Chiropractic, Dentistry, Evidence-Based Practice, Medicine, Nursing, Dietetics, Optometry, Orthoptics, Pharmacology, Pharmacy, Podiatry, Psychology, Medical, Serology, Specialization, Surgical Procedures, Operative Radiography
• Education • Professional education, Predental, Premedical, Health Occupations, Distance education,
Spaced education, Teaching, Learning, In-service training, Curriculum, classroom, course, elearning, mlearning, educat*, learn, train*, instruct*, teach*, lecture*, simulat*, tutor*, platform*
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Search Terms in Search Strategy
• Intervention• Computer-Assisted Instruction, Internet, Computer Simulation, Patient Simulation,
Software, Mobile Applications, User-Computer Interface, Video Games, Web Browser, Computers, Microcomputers, Cell Phones, Games, Anatomic Models, Audiovisual Aids, Educational Technology, Electronic Mail, Telemedicine, Telenursing, Telecommunications, Webcasts, Videoconferencing, (computer* or digital* or hybrid or blended or mixed mode or distance or remote* or electronic or mobile or online* or interactiv* or multimedia or internet or web* or virtual* or game* or gaming or Videogame* or Videogaming), smartphone*, ((mobile or cell) phone*), iphone*, android*, ipad*, Personal digital assistant*, handheld computer*, Mobile App, Mobile Application, webcast*, webinar*, flipped classroom*, Serious game*, Serious gaming, Patient Simulat*, Virtual patient*, Massive Open Online Course, MOOC (Canvas network or Coursera or Coursesites or edx or Futurelearn or iversity or miriada x or moodle or novoed or openlearning or open2study or plato or spoc or udacity or pingpong).