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

scholarly journals Online Digital Education for Postregistration Training of Medical Doctors: Systematic Review by the Digital Health Education Collaboration

10.2196/13269 ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. e13269 ◽  
Author(s):  
Pradeep Paul George ◽  
Olena Zhabenko ◽  
Bhone Myint Kyaw ◽  
Panagiotis Antoniou ◽  
Pawel Posadzki ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Education ◽  
Digital Health ◽  
Medical Doctors ◽  
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 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 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 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 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 Health professions digital education on clinical practice guidelines: a systematic review by Digital Health Education collaboration

BMC Medicine ◽  
2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Lorainne Tudor Car ◽  
Aijia Soong ◽  
Bhone Myint Kyaw ◽  
Kee Leng Chua ◽  
Naomi Low-Beer ◽  
...  
Keyword(s):  
Systematic Review ◽  
Clinical Practice ◽  
Health Education ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Digital Health ◽  
Health Professions ◽  
Digital Education

scholarly journals Digital Education for the Management of Chronic Wounds in Health Care Professionals: Protocol for a Systematic Review by the Digital Health Education Collaboration

10.2196/12488 ◽  
2019 ◽  
Vol 8 (3) ◽  
pp. e12488 ◽  
Author(s):  
Laura Martinengo ◽  
Natalie Jia Ying Yeo ◽  
Zheng Qiang Tang ◽  
Kasturi D/O Markandran ◽  
Bhone Myint Kyaw ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Health Education ◽  
Health Care Professionals ◽  
Chronic Wounds ◽  
Digital Health ◽  
Digital Education
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