Email-delivered spaced education is the only intervention type shown to improve both clinician behaviour and patient outcomes for guideline adoption¶

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

Subclaims¶

q3 i? The spaced education RCT improved behaviour (RR 0.75) sustained at 18 months, and the spaced education game modestly improved patient outcomes (HR 1.043, 95% CI 1.007–1.081) and knowledge (SMD 0.81). → 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 · i? · quant-synthesis · r3

Narrative synthesis of patient outcomes across three RCTs. Only the email-delivered spaced education game versus non-interactive online resources (blood pressure control) showed modest improvement; the review's conclusion names spaced education as the only intervention improving behaviour and modestly patient outcomes.

"Of three studies reporting patient outcomes, only one study comparing email-delivered, spaced education games to non-interactive online resources reported modest improvement in the intervention group."

Discussion¶

Related Claims¶

• Healthcare professionals report higher satisfaction with digital education than with traditional learning for guideline training
• Digital education on clinical practice guidelines produces little or no change in healthcare professionals' behaviour, except email-delivered spaced education
• Digital education on clinical practice guidelines improves healthcare professionals' knowledge more than no intervention (pooled SMD 0.85)
• Digital education on clinical practice guidelines is at least as effective as traditional learning for knowledge (pooled SMD 0.23, non-significant)
• Skills outcomes for digital education on guidelines are mixed: simulation modules outperform printed guidelines and no intervention, but video demonstration underperforms peer teaching
• More interactive digital education interventions mostly show no advantage over less interactive forms, with attrition and low usage challenging low-interactivity interventions
• No reviewed game study measured behavioural change or patient/health-care outcomes; most measured knowledge and skills — reports the opposite