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¶

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 clinical behaviour (4 RCTs, n = 280) there was low quality evidence of no difference between online training and an interactive workshop (SMD 0.12; 95% CI -0.13 to 0.37). → Richmond Helen 2017 q2 i? For knowledge (3 RCTs, n = 335) there was very low quality evidence of no difference between online training and a workshop (SMD 0.04; 95% CI -0.28 to 0.36). → Richmond Helen 2017 q2 i? For practical skills (2 RCTs, n = 114), self-efficacy (2 RCTs, n = 284) and satisfaction (2 RCTs, n = 193) there was very low quality evidence of no difference between online training and a workshop. → 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 interactive workshops in licensed health professionals, pooled at the immediate post-training time point. Clinical behaviour pooled "SMD 0.12; 95% CI: -0.13, 0.37"; knowledge SMD 0.04 (-0.28, 0.36); practical skills SMD -0.15; self-efficacy SMD 0.02; satisfaction SMD -0.14, all judged low or very low quality.

"For clinical behaviour (4 RCTs, n = 280), we found low quality evidence that there was no difference between online training and an interactive workshop [SMD 0.12; 95% CI: -0.13, 0.37]. For knowledge (3 RCTs, n = 335), practical skills (2 RCTs, n = 114), self-efficacy (2 RCTs, n = 284) and satisfaction (RCTs n = 2, n = 193), we found very low quality evidence that there was no difference between participating in online training or an interactive workshop"

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
• Individual studies excluded from meta-analysis mostly showed no significant between-group differences, with single exceptions favouring the workshop for practical skills and online for satisfaction — related
• 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 was more effective than written manuals for knowledge (SMD 0.99) but showed no difference for clinical behaviour, at very low evidence quality — related