E-learning Course Research Articles

Improving pharmacy professionals’ research capability and confidence: evaluation of a national e-learning course

Abstract Introduction In 2023, the Royal Pharmaceutical Society (RPS) launched nine collaborative e-Learning modules funded by the National Institute for Health Research (NIHR)1. The modules cover qualitative and quantitative research methods, how to critically analyse evidence, research ethics, research funding, and publishing research findings. The content was designed to improve pharmacy professionals’ research capability and confidence. Aim Eighteen months following the final module’s launch, this evaluation aims to analyse module uptake and user feedback to assesses the impact of the modules on pharmacy professionals’ self-reported research confidence and determine what improvement can be made. Methods All module feedback surveys had the same thirteen questions, focussing on learners’ confidence engaging with research and their thoughts on the length and interactive aspects of the modules. Open-text questions gathered qualitative data on how organisations are supporting research activity and their barriers to undertaking research. E-Learning module data, including number of users, module scores, and feedback survey responses, were exported to Microsoft Excel. Quantitative data was analysed using descriptive statistics and open text feedback were themed. Ethical approval was not required as this is a service evaluation. Results As of 06 June 2024, 835 users have enrolled in the RPS’ Research Learning Programme for Pharmacy Professionals course. Module 1 (Introduction to Research) had the highest learner numbers at 567, whereas module 5 (Quantitative methods – data collection and analysis) had the lowest at 49. Average modules scores range from 81.87% for module 3 to 93.73% for module 5. Users’ confidence conducting research noticeably improved after completing the eLearning. The whole course average saw users who rated their confidence engaging with research as “confident” or “strongly confident” raise from 29% to 60% after completing the modules. A mean of 60% of users believed the expected length; however, this value varied, with the lowest value being 48% for module 4 (Research methods – an overview). 96% of all users found activities useful to reinforce learning, and 95% reported that quizzes were "somewhat useful” or “very useful” for testing their understanding. Across all modules, 77% of users shared they would recommend the eLearning to a colleague. This value varied between modules, with the highest being 85% for module 1, and the lowest being 72% for modules 6 and 9. The open-text questions gathered valuable qualitative data. The positive feedback highlighted that users like the interactive format and that the content level was appropriate. However, noted areas for improvement were that the lack of in-module quiz feedback and a measure of success which isn’t self-assessment. Time, staff shortages, and funding were the primary barriers to undertaking research in users’ current roles/organisations. Conclusion The Research Learning Programme for Pharmacy Professionals has been reported by those who completed it to improve their research confidence, and more than three quarters would recommend the e-learning course to others. Further effort is ongoing to further disseminate the eLearning course, and to communicate the importance of understanding all aspects of research to research-active pharmacists, or those that wish to be. Reference 1. Course: The Royal Pharmaceutical Society Research Learning Programme for Pharmacists and Pharmacy Technicians | NIHR Learn. https://learn.nihr.ac.uk/course/view.php?id=1008.

Enhanced Learning Outcomes with Audio in E-learning: An Analysis

Audio in any form whether as narration, sound effects, background music, or commentary can make e-learning more interesting for a learner. It completes the sensory engagement in a learner where the visual meets the auditory to comprehend a learning component. As an instructional designer and trainer, over the years, I have created several e-learning courses for adult learners with and without audio. The learning outcomes of the two when compared using several surveys and other evaluation mechanisms showed that learners not only prefer learning instruction that has audio but were also able to retain the learning and apply it to their jobs. This paper analyses how the level of learning outcomes is better in e-learning courses with audio than without audio. It shares some of the science and research that supports this. In addition, it describes the learner surveys and evaluation mechanisms that I have used to prove this and discusses the national and international compliances that make audio a mandate in e-learning to support of my analysis.

Assessing the knowledge of low back pain among physiotherapists in Spain: A cohort study with pre- and post-educational course evaluation

BackgroundLow back pain (LBP) is the most prevalent musculoskeletal disorder worldwide and physiotherapists are among the primary healthcare professionals assessing and treating the condition. However, scientific knowledge regarding the management of LBP amongst physiotherapists is largely unknown. ObjectivesTo evaluate the level of evidence-based knowledge among Spanish physiotherapists in LBP management and assess knowledge enhancement following the completion of an e-learning course. DesignSingle-arm cohort study with pre-post evaluation. MethodsThis single-arm pre-post study involved 1350 physiotherapists practicing in Spain. Initially, participants underwent a 22-question test on evidence-based LBP knowledge, covering socio-economic impact, characteristics of LBP, rehabilitation goals, psychosocial factors, and high- and low-value interventions. After completing the course, participants took a final test with the same 22 questions in randomized order. ResultsOut of the 1350 physiotherapists enrolled, 857 completed the course. The initial responses demonstrated that almost half of the participants considered medical imaging essential before starting physiotherapy treatment, perceived glucocorticoids as recommended for chronic low back pain, and considered ergonomic adjustments crucial for managing the condition. Individuals who completed their education more than 10 years ago showed a minor improvement in evidence-based knowledge compared to those who recently finished their university degree. Following the course, participants displayed improved knowledge, narrowing prior disparities in error percentages across questions. ConclusionDue to existing gaps in physiotherapists’ evidence-based knowledge of LBP, particularly among those who have worked longer time as physiotherapists, e-learning initiatives may be a feasible approach to support continuous training of physiotherapists.

Interactive hygiene training using free open source software.

Regular hygiene trainings are an important way to refresh and improve knowledge about hygiene measures and the prevention of healthcare-associated infections. We aimed to develop an e-learning course to allow healthcare workers (HCWs) to learn these contents through a self-paced online format. We developed an interactive hygiene training for HCWs of a tertiary care hospital using different content types of the HTML-5 package (H5P) plugin embedded into a Moodle-based learning management system. We evaluated the course using a short online questionnaire. We present various suitable topics for online hygiene trainings as well as their implementation in an e-learning course. Examples include content on hand hygiene indications and techniques, information on multidrug-resistant organisms and other current topics in infection control. HCWs reported high overall satisfaction, perceived increase in knowledge, practical relevance as well as good usability and comprehensibility. Currently available commercial and non-commercial hygiene trainings present a number of specific advantages but also drawbacks. The presented approach combines the advantages of both approaches. The majority of the presented content can be readily adapted to suit various hospitals and care facilities or serve as inspiration for creating similar courses while remaining cost-effective. H5P course presentations are a low-threshold, cost-effective way to implement digital hygiene trainings in a wide variety of clinical settings.

230P Physiotherapy for rare hereditary NMDs- an open and free e-learning course for physiotherapists. Results after 18 months online at sjelden.no

230P Physiotherapy for rare hereditary NMDs- an open and free e-learning course for physiotherapists. Results after 18 months online at sjelden.no

"It's not a one-person show" E-learning course in neuropalliative care: A qualitative analysis of participants' educational gains and self-reported outcomes.

Patients with progressive neurologic illness still lack access to quality palliative care services. Barriers to the comprehensive provision of neuropalliative care include gaps in palliative care education. To address this barrier, a novel international model of neuropalliative care education e-learning program was launched in 2022. This is a qualitative study on the self-reported learning outcomes and educational gains of participants of a neuropalliative care e-learning course. Thematic analysis shows changes in the participants' perceptions of neuropalliative care and several specific educational gains. After attending the course, participants recognized neuropalliative care as a multiprofessional and interdisciplinary effort requiring more than medical knowledge and disease-specific treatment skills. They gained understanding of the complexity of prognosis in neurological diseases, as well as ethical concepts as the basis to approach difficult decisions. Valuing the needs of patients and caregivers, as well as honest and open communication were recognized as key components of the caring process. In particular, providing emotional support and building relationships to enhance the spiritual component of care were avidly discussed as essential nonmedical treatment options. E-learning courses are helping to close the gaps in healthcare professionals' knowledge and skills about neuropalliative care.

Effectiveness of Electronic Learning Courses on Neurologist Knowledge of Epilepsy Classification: A Study Based on the Kirkpatrick Model

Background: Nowadays, it is generally accepted that focusing on in-service training can lead to organizational progress and improvements in the training process. Objectives: Considering the high prevalence of epilepsy in children and the use of new technologies in education, the purpose of this study was to conduct an electronic educational course on epilepsy classification guidelines based on the guidelines of pediatric neurologists and to evaluate the effectiveness of the course using the Kirkpatrick model. Methods: This study was conducted in 2020. The study population comprised pediatric neurologists from universities of medical sciences throughout the country. Inclusion criteria included participation in the course during the semester, availability, and willingness to participate in the study. Participants entered the study according to their personal preference and provided informed consent, and those who were absent from two or more sessions related to these topics were excluded from the study. The study involved participation in the e-learning course on epilepsy classification according to the guidelines (ILAE 2017). The sample size was calculated using Cochran's formula, which resulted in 74 participants. Nineteen of them did not meet the inclusion criteria, and a total of 55 physicians were included in the study. Reaction and learning were the levels considered to evaluate the efficacy of the Kirkpatrick model. To analyze the data, paired t-test and linear regression were used at a significance level of 0.05, using SPSS version 22 statistical software. Results: The results showed that most participants were satisfied with the e-course. The mean learning and behavior level score was 27.51. The findings indicated that the e-learning of epilepsy classification guidelines according to the guidelines (ILAE 2017) improved the performance of pediatric neurologists (P-value ˂ 0.001). Conclusions: The results indicate that e-learning guidelines for the classification of epilepsy according to the guidelines (ILAE 2017) can be an effective tool in improving the clinical performance of pediatric neurologists. Applying newer methods such as the Kirkpatrick model would be an effective approach in other fields of health as well. It is recommended to use up-to-date and efficient models, such as the Kirkpatrick model, in the field of health sciences.

Scaling up! Staff e-learning for a national take-home naloxone program.

A staff e-learning course was developed to prepare for scaling up a national take-home naloxone (THN) program in Norway. The aims of the study were to (a) describe participant characteristics for those that completed a THN e-learning course, (b) compare opioid overdose knowledge scores before and after e-learning course completion, and (c) to explore subsequent THN distribution by those trained. This was a quasi-experimental pre-test, post-test longitudinal cohort study of individuals completing a THN e-learning course from April 2021 to May 2022. Frequency analyses were performed for participant characteristics and subsequent naloxone distributions at 1-week and 1-month follow-up. The opioid overdose knowledge scale (OOKS) was used to measure pre-test-post-test knowledge among participants. Wilcoxon signed-rank test was performed for comparison between pre-test and post-test. Effect size was calculated using Cohen criteria. In total, 371 individuals were included in this study. Most were either nurses or social workers (n = 277, 75%). Participant knowledge increased by medium or large effect for all items measured. At 1-month follow-up, 15% reported naloxone distribution. During the study period, 94 naloxone kits were distributed. Major reasons for not distributing were "clients not interested", "workplace not distributing" and "workplace in process of distributing". Our findings suggest that an e-learning course is equally effective in terms of knowledge transfer as an in-person classroom setting, and may provide engagement in terms of naloxone distribution. However, our findings also emphasize the importance of clear implementation routines, including support from central coordinators to optimize the implementation process.

Capacity-Building Through Digital Approaches: Evaluating the Feasibility and Effectiveness of eLearning to Introduce Subcutaneous DMPA Self-Injection in Senegal and Uganda.

Training health workers is one of the biggest challenges and cost drivers when introducing a new contraceptive method or service delivery innovation. PATH developed a digital training curriculum for family planning providers who are learning to offer subcutaneous DMPA (DMPA-SC), including through self-injection, as an option among a range of contraceptive methods. The DMPA-SC eLearning course for health workers includes 10 lessons with an emphasis on informed choice counseling and training clients to self-inject. In partnership with Ministries of Health in Senegal and Uganda, the course was rolled out in select areas in 2019-2020, including during the COVID-19 pandemic when physical distancing requirements restricted in-person training. We conducted evaluations in both countries to assess the practical application of this digital training approach for contraceptive introduction. The evaluation consisted of a post-training survey, an observational assessment conducted during post-training supportive supervision, and an estimation of training costs.In both countries, a majority (88.6% in Uganda and 64.3% in Senegal) scored above 80% on a DMPA-SC knowledge test following the training. In Senegal, where there was a comparison group of providers trained in person, those providers scored similar on the post-test to eLearners. Providers in both groups and in both countries felt more prepared to administer DMPA-SC or offer self-injection to clients after receiving a supervision visit (93%-98% of eLearners felt very prepared after supervision as compared to 45%-72% prior). The evaluation results suggest that digital approaches offer a number of benefits, can be cost-effective, and are most optimal when blended with in-person training and/or supportive supervision.

The impact of an early childhood educator e-Learning course on young children’s fundamental movement skills: A cluster randomized controlled trial

ABSTRACT Early childhood educators (ECEs) are ideally positioned to support the development of children’s fundamental movement skills (FMS). However, ECEs have little specialised training to support the development of FMS in young children. This study aimed to assess the impact of an e-Learning course on the FMS of preschool-aged children. 145 Preschool-aged children and 42 ECEs from 12 childcare centres participated in the study. ECEs in the experimental group were asked to complete the e-Learning course. A subsample of children (n = 48) was objectively assessed using the Test of Gross Motor Development 3rd Edition (TGMD-3). Additionally, parents of all participating children reported perceptions of their child’s FMS to understand if they knew how well their child was progressing. Findings showed a significant increase in TGMD-3 assessed locomotor skills from baseline to follow-up in the intervention group compared to the control group and total FMS but not objective control skills. Parent-reported FMS increased in the intervention group for all locomotor, object control skills, and total FMS. However, the intervention effect for all three measurements was not significant. The results from this study highlight the potential utility of online professional development for ECEs as an approach to improving young children’s FMS.

Artificial intelligence in teaching programming to students of pedagogical university

The purpose of the study. Modern education is undergoing significant changes. Artificial intelligence technologies are being introduced into the educational practice of universities, including pedagogical universities. These technologies have great opportunities. However, there is a need for a deeper study of the influence and role of artificial intelligence not only in the educational process of the university as a whole, but also in the specifics of teaching individual disciplines, including programming for future teachers of computer science The problem of using artificial intelligence in teaching students of pedagogical universities is urgent. The article is devoted to the substantiation of the role of artificial intelligence in the process of teaching programming to students, future teachers of computer science and the study of the possibility of its effective application in the real educational process.Materials and Methods. The analysis of scientific publications in the field of using artificial intelligence in the educational process of higher education institution and the analysis of scientific and methodological literature on teaching programming to students of pedagogical universities were performed. Artificial intelligence tools used in professional software development have been analyzed. The experiment of using the online development environment Replit with artificial intelligence technology in Python programming course for students of pedagogical university was carried out. A questionnaire survey of students at the beginning and after the completion of the course was carried out.The results of the study. Traditionally, the author's e-learning course developed in the Moodle environment, programming simulator with automated solution checking, IDLE Python and online compilers are used in teaching programming to 1st year students of Krasnoyarsk State Pedagogical University. These learning tools were supplemented with Replit online development environment with artificial intelligence technology. According to the results of the experiment it is shown that the use of online development environment Replit with artificial intelligence technology in teaching programming to students of pedagogical university helps in writing and debugging code, makes the course less complex, this is confirmed by the results of questionnaire survey of students, also showing that most students give their preference to this development environment. At the end of the students' mastering of the programming course there is a significant growth in self-assessment of the programming level, which is confirmed by the learning results.Conclusion. The role of artificial intelligence in the process of teaching students programming can be significant and useful both for the instructor and the students. In particular, the use of artificial intelligence helps the student in writing and debugging code, simplifies the process of explaining to the instructor the ways of algorithm development and program compilation. The example of the integrated online environment Replit, which has built-in artificial intelligence, shows its possibilities for effective teaching students programming.As a result, the article confirms the need for further research and development of methodological support for the successful integration of artificial intelligence in the process of teaching students of pedagogical universities in the field of programming

Exploring seafarers' knowledge, understanding, and proficiency in SEEMP: A strategic training framework for enhancing seafarers' competence in energy-efficient ship operations

With 2.89 % of global carbon emissions caused by human activity, the maritime industry faces an imminent challenge in curbing its carbon footprint despite regulatory initiatives. As the shipping sector expands, the industry faces a projected increase in carbon emissions. Recognizing the key role of seafarers in emission reduction, this article introduces a comprehensive training framework designed to enhance awareness, knowledge, understanding, and skills for implementing energy-efficient ship operations. This study utilizes structural equation modeling to assess the effectiveness of seafarers' training on energy-efficient operation of ships (EEOS) by surveying 144 seafarers across 42 shipping companies worldwide and using structured questionnaires. This study found significant positive correlations between implementing the Ship Energy Efficiency Management Plan (SEEMP) and the training programs initiated by the International Maritime Organization (IMO) and shipping companies. The results of this study indicate that traditional institutional and specialized training programs on EEOS are relatively ineffective for seafarers in implementing SEEMP onboard ships. Furthermore, the study argues that computer and simulator-based training facilitates knowledge, understanding, and proficiency of SEEMP among seafarers more effectively than the onboard training provided by the ship's master and the chief engineer. The proposed training framework emphasizes the importance of initial training using the IMO E-Learning course and IMO “Train the Trainer” programs, followed by shipping companies' in-house training by classification societies, company project teams, and simulator-based training by service providers. The study proposes a strategic training framework that encompasses in-house training conducted by shipping companies in collaboration with partners, simulator-based training provided by specialized training providers, and ongoing onboard training facilitated by the vessel's master and chief engineer, with integration of computer-based training (CBT). This strategic approach intends to improve seafarers' competence in energy-efficient ship operations to meet predetermined carbon intensity targets, which aligns with the broader goal of leading the maritime industry toward a future of net-zero emissions.

Effectiveness of e-learning platforms for cardiopulmonary resuscitation training by age group: a cluster randomised controlled trial

ABSTRACT The coronavirus disease 2019 pandemic prompted a shift from face-to-face cardiopulmonary resuscitation (CPR) training to e-learning platforms. This study assessed the efficacy of fixed e-learning (FeL) and adaptive e-learning (AeL) courses across all age groups. Self-efficacy, knowledge, and willingness to perform CPR were evaluated before and after e-learning. Participants were categorised into three age groups: <30, 30-49, and ≥50 years old. Differences in course effectiveness were compared. Overall, 380 learners participated, with 203 and 177 in the FeL and AeL groups, respectively. Learners had similar median self-efficacy scores before training, which increased after training as did the median knowledge score. Among learners aged 50 years, the mean improvement in all assessments was higher with the FeL method than with the AeL method, with significant improvements in self-efficacy and willingness to perform CPR. CPR e-learning increased self-efficacy and willingness to perform CPR in all age groups and was more effective for older learners. As e-learning continues to play an important role in education, balancing innovation and inclusivity will ensure effective CPR training for individuals of all ages.

STANDARD AND BIOPSYCHOSOCIAL OSTEOPATHIC MANAGEMENT FOR PATIENTS WITH NON-SPECIFIC LOW BACK PAIN (THE OSCAR STUDY): A SINGLE-CASE EXPERIMENTAL DESIGN

Purpose and BackgroundGuidelines recommend biopsychosocial care for chronic, complex musculoskeletal conditions, including non-specific low back pain. The aims were: 1/ to assess how patients with low back pain respond to osteopathic treatment, both before and after an osteopath has completed a Biopsychosocial Pain Management (BPM) course; and 2/ to assess if it is feasible and acceptable for osteopath participants to receive weekly SCED data and use it to guide patient management.Methods and ResultsA multiple baseline single case experimental design trial (clinicaltrials.gov, on 18/10/2021, ID number NCT05120921) with 11 UK osteopaths was conducted. Patients were randomised to early, middle or late treatment start dates. Statistical analysis assessed the change between baseline, intervention and follow-up periods. Primary outcomes were the Numeric Pain Rating (NPR) and Patient Specific Function Scales (PSFS), measured during the baseline, the 6-week intervention, and during a 12-week follow-up period.At baseline, the osteopaths reported stronger biopsychosocial attitudes to pain, compared to biomedical beliefs (PABS: 34 behavioural scale; 29 biomedical scale). Overall, patient participants showed daily increases in symptoms during the pre-treatment phase (+0.24/day, p&lt;0.001), and daily decreases during treatment (−2.94 over the treatment phase, p&lt;0.001), which continued post-treatment (−3.36 over 12 weeks, p=0.04). Similar improvements were observed for function.ConclusionOsteopathic care was shown to help patients with persistent low back pain. Patient recruitment was challenging because of the randomisation. With further development, the method shows feasibility as a means of enhancing research activity among practising clinicians.Previous presentations or publications of the workThe protocol was published (https://doi.org/10.1016/j.ijosm.2023.100660) and presented at SBPR in 2022. The results were presented to an osteopathic conference in October 2023.Ethics approval was received from the University College of Osteopathy Research Ethics Committee.Conflicts of interestsJerry Draper-Rodi receives fees from the sales of the e-learning course on the biopsychosocial management on the UCO CPD platform.Sources of fundingThe research was funded by the Osteopathic Foundation.

"How Do I Practise Palliative Care When I Don't Know How?" Exploring the Impact of EPAN, An Online Educational Intervention on General Nurses in Singapore: An Evaluation Study.

Objective(s): The majority of deaths in Singapore (62.1%) occur in the hospital, but most nurses do not have palliative care (PC) education. An online e-learning course, "Essential Palliative Care Approach for Nurses" (EPAN), was developed to close the learning gap. The study aimed to evaluate the impact of EPAN on general nurses' knowledge, confidence, and attitude in delivering end-of-life care. Methods: Convergent parallel mixed methods design. Results: 1708 nurses (67%), mostly from inpatient and ambulatory settings, completed EPAN. Statistically significant increases in mean scores across knowledge, confidence, and attitude (p < 0.05) remained consistent immediately post-course and 3 months post-course. Respondents shared their intentions to change practice in the immediate post-course survey (n = 1155) and how they have practiced end-of-life care in the 3-month post-course survey (n = 777). Major categories from the content analysis included: (i) actualise confidence to deliver effective communication, (ii) making time and showing empathy in end-of-life care, (iii) advocating for end-of-life care, (iv) proactive collaboration with other healthcare professionals, (v) navigated and accepted end-of-life boundaries, and (vi) able to self-manage emotions. Conclusions: EPAN, developed within an Asian context, has demonstrated a significant impact on nurses' knowledge, confidence, and attitude in delivering end-of-life care. This has broader implications for general palliative care education in countries of similar cultural concerns.

How to perform standardized sonographic examination of Cesarean scar pregnancy in the first trimester.

Early diagnosis and appropriate management of Cesarean scar pregnancy (CSP) are crucial to prevent severe complications, such as uterine rupture, severe hemorrhage and placenta accreta spectrum disorders. In this article, we provide a step-by-step tutorial for the standardized sonographic evaluation of CSP in the first trimester. Practical steps for performing a standardized transvaginal ultrasound examination to diagnose CSP are outlined, focusing on criteria and techniques essential for accurate identification and classification. Key sonographic markers, including gestational sac location, cardiac activity, placental implantation and myometrial thickness, are detailed. The evaluation process is presented according to assessment of the uterine scar, differential diagnosis, detailed CSP evaluation and CSP classification. This step-by-step tutorial emphasizes the importance of scanning in two planes (sagittal and transverse), utilizing color or power Doppler and differentiating CSP from other low-lying pregnancies. The CSP classification is described in detail and is based on the location of the largest part of the gestational sac relative to the uterine cavity and serosal lines. This descriptive classification is recommended for clinical use to stimulate uniform description and evaluation. Such a standardized sonographic evaluation of CSP in the first trimester is essential for early diagnosis and management, helping to prevent life-threatening complications and to preserve fertility. Training sonographers in detailed evaluation techniques and promoting awareness of CSP are critical. The structured approach to CSP diagnosis presented herein is supported by a free e-learning course available online. © 2024 The Authors. Ultrasound in Obstetrics & Gynecology published by John Wiley & Sons Ltd on behalf of International Society of Ultrasound in Obstetrics and Gynecology.

The efficacy of the TEACH e-Learning course at improving early childhood educators’ physical activity and sedentary behaviour self-efficacy, knowledge, intentions, and perceived behavioural control: a randomized controlled trial

BackgroundEarly childhood educators play a critical role in promoting physical activity and reducing sedentary time in childcare centres. However, early childhood educators receive limited specialised pre- and in-service learning opportunities relating to these behaviours and may lack the capacity to effectively engage children in healthy movement behaviours. This study aimed to examine the efficacy of an e-Learning course on increasing early childhood educators’ physical activity and sedentary behaviour-related capacities.MethodsA two-group parallel randomized controlled trial was conducted with early childhood educators in Canada (Mage = 41.78, 97% female). Participants randomized to the intervention group were asked to complete a physical activity and sedentary behaviour e-Learning course within a 4-week period. Participants randomized to the waitlist control condition were assigned to a waitlist to receive the intervention after the testing period. Participants reported on their self-efficacy, knowledge, intentions, and perceived behavioural control relating to physical activity and sedentary behaviours at baseline, post-intervention, and 3 months follow-up. Linear mixed effects models were estimated to determine difference in changes in outcomes from baseline to post-intervention, and follow-up.ResultsA total of 209 early childhood educators participated in the study (intervention n = 98; control n = 111). The TEACH e-Learning course was found to be efficacious at improving all of the examined outcomes, with standardized effect sizes ranging from d = 0.58 to d = 0.65 for self-efficacy outcomes, d = 0.66 to d = 1.20 for knowledge outcomes, d = 0.50 to d = 0.65 for intention outcomes, and d = 0.33 to d = 0.69 for perceived behavioural control outcomes post-intervention. The intervention effects were sustained at follow-up for all outcomes apart from perceived behavioural control to limit screen time. Additionally, the magnitude of the effect for knowledge outcomes decreased at follow-up, with standardized effect sizes ranging from d = 0.49 to d = 0.67.ConclusionsThe e-Learning course was highly successful at improving early childhood educators’ capacity pertaining to physical activity and sedentary behaviours. Providing training content through e-Learning may be an efficacious approach to providing continual professional learning opportunities relating to physical activity and sedentary time to early childhood educators on a large scale.

Operationalizing a Weighted Performance Scoring Model for Sustainable e-Learning in Medical Education: Insights from Expert Judgement

Validation is needed for any newly developed model or framework because it requires several real-life applications. The investment made into e-learning in medical education is daunting, as is the expectation for a positive return on investment. The medical education domain requires data-wise implementation of e-learning as the debate continues about the fitness of e-learning in medical education. The domain seldom employs frameworks or models to evaluate students' performance in e-learning contexts. However, when utilized, the Kirkpatrick evaluation model is a common choice. This model has faced significant criticism for its failure to incorporate constructs that assess technology and its influence on learning. This paper aims to assess the efficiency of a model developed to determine the effectiveness of e-learning in medical education, specifically targeting student performance. The model was validated through Delphi-based Expert Judgement Techniques (EJT), and Cronbach's alpha was used to determine the reliability of the proposed model. Simple Correspondence Analysis (SCA) was used to measure if stability is reached among experts. Fourteen experts, professors, senior lecturers, and researchers with an average of 12 years of experience in designing and evaluating students' performance in e-learning in medical education participated in the evaluation of the model based on two rounds of questionnaires developed to operationalize the constructs of the model. During the first round, the model had 64 % agreement from all experts; however, 100% agreement was achieved after the second round, with all statements achieving an average of 52% strong agreement and 48% agreement from all 14 experts; the evaluation dimension had the most substantial agreements, next to the design dimension. The results suggest that the model is valid and may be applied as Key Performance Metrics when designing and evaluating e-learning courses in medical education.

Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review

PurposeThis study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.Design/methodology/approachThe research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis. FindingsThe systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.Research implicationsThe present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.Originality/valueBased on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.

Prioritisation of clinical trial learning needs of musculoskeletal researchers: an inter-disciplinary modified Delphi study by the Australia & New Zealand musculoskeletal clinical trials network

BackgroundThere is a need to increase the capacity and capability of musculoskeletal researchers to design, conduct, and report high-quality clinical trials. The objective of this study was to identify and prioritise clinical trial learning needs of musculoskeletal researchers in Australia and Aotearoa New Zealand. Findings will be used to inform development of an e-learning musculoskeletal clinical trials course.MethodsA two-round online modified Delphi study was conducted with an inter-disciplinary panel of musculoskeletal researchers from Australia and Aotearoa New Zealand, representing various career stages and roles, including clinician researchers and consumers with lived experience of musculoskeletal conditions. Round 1 involved panellists nominating 3–10 topics about musculoskeletal trial design and conduct that they believe would be important to include in an e-learning course about musculoskeletal clinical trials. Topics were synthesised and refined. Round 2 asked panellists to rate the importance of all topics (very important, important, not important), as well as select and rank their top 10 most important topics. A rank score was calculated whereby higher scores reflect higher rankings by panellists.ResultsRound 1 was completed by 121 panellists and generated 555 individual topics describing their musculoskeletal trial learning needs. These statements were grouped into 37 unique topics for Round 2, which was completed by 104 panellists. The topics ranked as most important were: (1) defining a meaningful research question (rank score 560, 74% of panellists rated topic as very important); (2) choosing the most appropriate trial design (rank score 410, 73% rated as very important); (3) involving consumers in trial design through to dissemination (rank score 302, 62% rated as very important); (4) bias in musculoskeletal trials and how to minimise it (rank score 299, 70% rated as very important); and (5) choosing the most appropriate control/comparator group (rank score 265, 65% rated as very important).ConclusionsThis modified Delphi study generated a ranked list of clinical trial learning needs of musculoskeletal researchers. Findings can inform training courses and professional development to improve researcher capabilities and enhance the quality and conduct of musculoskeletal clinical trials.