Abstract
BackgroundThe global prevalence of people living with dementia is expected to increase exponentially and yet evidence suggests gaps in dementia-specific knowledge amongst practitioners. Evidence-based learning approaches can support educators and learners who are transitioning into new educational paradigms resulting from technological advances. Technology-enabled learning is increasingly being used in health care education and may be a feasible approach to dementia education.MethodsThis protocol aims to describe the methodological and analytical approaches for undertaking a systematic review of the current evidence based on technology-enabled approaches to dementia education for health and social care practitioners. The design and methodology were informed by guidelines from the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols.DiscussionThe evidence generated from a systematic review of the current evidence is intended to inform the design and implementation of technology-enabled dementia education programmes and to advance the current academic literature at a time of unprecedented demographic and technological transition.Trial registrationPROSPERO, CRD42018115378.
Highlights
The global prevalence of people living with dementia is expected to increase exponentially and yet evidence suggests gaps in dementia-specific knowledge amongst practitioners
The global prevalence of people living with dementia is 47 million and is predicted to rise to 135 million by 2050 [6]
Population We will incorporate papers that report on data sourced from research participants including all qualified and unqualified Health and social care practitioner (HSCP) in either practice or education including educators and instructors
Summary
The design and methodology of this review protocol were informed using the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines and checklist [35] (see Additional file 1). The validity and reliability of the evaluation instruments used within quantitative studies will be considered Outcomes such as stakeholders’ perspectives are likely to be derived from qualitative research designs that use narrative data. Quantitative forms will include study characteristics (citation, author details, study design, aims, country, ethics, participant characteristics, and participant demographics); methods (results of quality assessment, sampling approach, data collection, and data analysis methods); intervention characteristics (educational content, technical characteristics, pedagogical specifications, and comparator or control group characteristics); and outcome data (learner satisfaction, knowledge, skills, attitudes, behaviours, results, educator experience, functionality, technical support, usability, cost-effectiveness, and attrition data). Qualitative data extraction forms will include bibliographic information (citation, author details, country, ethics, participant characteristics, and demographics); methods (theoretical and epistemological perspectives, qualitative method, data analysis technique, sampling approach, and results of quality assessment); aims (including the research question); and intervention characteristics (educational content, technical characteristics, and pedagogical specifications). The GRADE-CERQual approach will inform the confidence of the findings from qualitative evidence [51, 52]
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