Online training shows no difference from taught lectures for knowledge or practical skills in licensed health professionals, at very low evidence quality¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For knowledge (4 RCTs, n = 184) there was very low quality evidence of no difference between online training and taught lectures (SMD 0.22; 95% CI -0.08 to 0.51). → Richmond Helen 2017 q2 i? For practical skills (2 RCTs, n = 34) there was very low quality evidence of no difference between online training and lectures (SMD -0.25; 95% CI -0.93 to 0.43). → Richmond Helen 2017

Evidence¶

Richmond Helen 2017¶

Richmond Helen, Copsey Bethan, Hall Amanda M., Davies David, Lamb Sarah E. (2017). A systematic review and meta-analysis of online versus alternative methods for training licensed health care professionals to deliver clinical interventions. BMC Medical Education. https://doi.org/10.1186/s12909-017-1047-4

q2 · i? · quant-synthesis · r3

Random-effects meta-analysis of RCTs comparing online training with taught lectures in licensed health professionals. Knowledge pooled "SMD 0.22; 95% CI: -0.08, 0.51" and practical skills SMD -0.25 (-0.93, 0.43); estimates judged very low quality due to high risk of bias, inconsistency, and imprecision.

"For Knowledge (4 RCTS, n = 184) and practical skills (2 RCTs, n = 34) we found very low quality evidence that there was no difference between online training and taught lectures (knowledge: SMD 0.22; 95% CI: -0.08, 0.51, practical skills: SMD -0.25; 95% CI: -0.93, 0.43)."

Discussion¶

Related Claims¶

• The evidence base on online versus alternative training for licensed health professionals is limited by small samples, high risk of bias, and imprecise effect estimates
• Online training shows no difference from interactive workshops for knowledge, practical skills, clinical behaviour, self-efficacy, or satisfaction in licensed health professionals, at low or very low evidence quality — 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