More interactive digital education interventions mostly show no advantage over less interactive forms, with attrition and low usage challenging low-interactivity interventions¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of three studies measuring knowledge comparing more to less interactive digital education, only the spaced education game favoured the more interactive form (SMD 0.81, 95% CI 0.43–1.20). → Tudor Car Lorainne 2019 q3 i? Low-interactivity interventions reported high attrition and limited resource usage, while more interactive interventions reported lower attrition and higher engagement. → Tudor Car Lorainne 2019 (2)

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 · i? · quant-synthesis · r3

Narrative synthesis of five RCTs comparing more to less interactive digital education. Four used online modules with feedback; only the spaced education game favoured the more interactive form. Most comparisons showed no statistically significant difference.

"Of three studies measuring knowledge [16, 46, 47], only one study on spaced education game favoured intervention (SMD = 0.81, 95% CI 0.43–1.20, moderate quality of evidence) [46]."

Tudor Car Lorainne 2019 (2)¶

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 · i? · quant-synthesis · r3

The review's discussion reports that studies of websites and online modules had high attrition, participants found a feedback module too time-demanding, and in some studies much of the provided material was never accessed; more interactive interventions showed lower attrition and higher engagement.

"Conversely, more interactive interventions reported lower attrition rates and higher participants' engagement [39, 44]."

Discussion¶

Related Claims¶

• 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 produces little or no change in healthcare professionals' behaviour, except email-delivered spaced education — related
• Digital education on clinical practice guidelines improves healthcare professionals' knowledge more than no intervention (pooled SMD 0.85) — related
• In the few trials comparing them, virtual patients showed no significant knowledge differences versus other digital education, and skills differences in only one of three studies — related