Abstract
BackgroundDementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick’s Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results.MethodsMEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis.ResultsWe identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education.DiscussionFuture emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics.Systematic review registrationThis systematic review is based on a protocol registered with PROSPERO (CRD42018115378).
Highlights
Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementiaspecific knowledge among health and social care practitioners
It is essential that the early clinical experiences of health and social care practitioners (HSCPs) is underpinned by clear and relevant undergraduate dementia education that is related to the knowledge, skills, and attitudes that are required to care effectively for people living with dementia [18]
Each Mixed Methods Appraisal Tool (MMAT) category has a specific criteria with three response options: ‘yes’ means that the criterion is met, ‘no’ means that the criterion is not met, and ‘can’t tell’ means that there is not enough information in the paper to judge if the criterion is met
Summary
Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementiaspecific knowledge among health and social care practitioners. Concern about the quality of care for people living with dementia has intensified the need for an appropriately educated workforce [9] with evidence suggesting gaps in dementiaspecific knowledge among practitioners [10]. Hospital environments can be unsuitable for dementia care and inadequate staff training can result in unmet care needs and an increase in behavioural and non-cognitive symptoms of dementia—which staff report to be burdensome [13]. It is essential that the early clinical experiences of health and social care practitioners (HSCPs) is underpinned by clear and relevant undergraduate dementia education that is related to the knowledge, skills, and attitudes that are required to care effectively for people living with dementia [18]
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