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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 For knowledge (3 RCTs, n = 180) online training was more effective than a written manual (SMD 0.99; 95% CI 0.02 to 1.96), very low quality evidence. → Richmond Helen 2017 q2 i? For clinical behaviour (2 RCTs, n = 114) online training was no different to a written manual (SMD 0.09; 95% CI -0.27 to 0.46), very low quality evidence. → 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 · i3 · quant-synthesis · r2

Random-effects meta-analysis of three RCTs comparing online training with written manuals in licensed health professionals. Knowledge favoured online with printed effect size SMD 0.99 (95% CI 0.02, 1.96), a large effect by the article's own thresholds; clinical behaviour showed no difference (SMD 0.09). All assessments were study-derived self-assessments; estimates judged very low quality.

"For knowledge (3 RCTs, n = 180), we found very low quality evidence that online training was more effective than a manual (SMD 0.99; 95% CI: 0.02, 1.96). For clinical behaviour, we found very low quality evidence that online training was no different to using a written manual (SMD 0.09; 95% CI: -0.27, 0.46)."

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 taught lectures for knowledge or practical skills in licensed health professionals, at very low evidence quality — related
• 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
• Digital education on clinical practice guidelines improves healthcare professionals' knowledge more than no intervention (pooled SMD 0.85) — related
• Digital education on clinical practice guidelines is at least as effective as traditional learning for knowledge (pooled SMD 0.23, non-significant) — related