Digital education on clinical practice guidelines improves healthcare professionals' knowledge more than no intervention (pooled SMD 0.85)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Pooled analysis of three RCTs showed a moderate, statistically significant knowledge advantage for digital education over no intervention (SMD 0.85, 95% CI 0.16–1.54, I2 83%, moderate quality). → Tudor Car Lorainne 2019

Evidence¶

Tudor Car Lorainne 2019¶

Tudor Car Lorainne, Soong Aijia, Kyaw Bhone Myint, Chua Kee Leng, Low-Beer Naomi, Majeed Azeem. (2019). Health professions digital education on clinical practice guidelines: a systematic review by Digital Health Education collaboration. BMC Medicine. https://doi.org/10.1186/s12916-019-1370-1

q3 · i2 · quant-synthesis · r2

Systematic review meta-analysis (random-effects) of three RCTs comparing digital education to no intervention on post-intervention knowledge. The review reports a "large beneficial effect" with SMD 0.85 and high heterogeneity (I2 83%), rated moderate quality by GRADE.

"The pooled analysis of these studies showed large beneficial effect of digital education interventions for clinical practice guideline adoption on knowledge scores (SMD = 0.85, 95% CI 0.16, 1.54; I2 = 83%, moderate quality of evidence)"

Discussion¶

Related Claims¶

• Healthcare professionals report higher satisfaction with digital education than with traditional learning for guideline training
• Email-delivered spaced education is the only intervention type shown to improve both clinician behaviour and patient outcomes for guideline adoption
• Digital education on clinical practice guidelines is at least as effective as traditional learning for knowledge (pooled SMD 0.23, non-significant) — related
• More interactive digital education interventions mostly show no advantage over less interactive forms, with attrition and low usage challenging low-interactivity interventions — related
• Digital education on clinical practice guidelines produces little or no change in healthcare professionals' behaviour, except email-delivered spaced education — related
• Online training was more effective than written manuals for knowledge (SMD 0.99) but showed no difference for clinical behaviour, at very low evidence quality — related