Online Educational Module Research Articles

Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses.

Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. The purpose of this study was to evaluate the efficacy of an online EBP educational intervention and to examine the relationship between educational preparation and years of nursing experience on nurses' practice, attitudes, and knowledge and skills of EBP. An experimental pretest-posttest design study with three randomized groups utilizing the EBPQ instrument was conducted. No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge and skills from pre- to posttest. In addition, no statistical difference in EBPQ subscale scores regarding educational preparation or years of experience were noted. While nurses report positive attitudes toward EBP, their perceptions of practice and knowledge and skills score much lower. Educational interventions are needed for practicing nurses to overcome this knowledge deficit to successfully implement EBP. However, the use of online, independent, computer-based learning modules, while cost-efficient and offer several benefits when educating nurses, may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses.

Use of an e-Learning Educational Module to Better Equip Doctors to Prescribe for Older Patients: A Randomised Controlled Trial.

The older patient population is significantly different from the younger adult population with regards to dose selection for a wide variety of drugs. Recent investigation of prescribing attitudes indicates that doctors feel there is insufficient distinction made between the two cohorts during their undergraduate education, and that doctors do not receive enough training in geriatric pharmacotherapy. The aim of this study was to determine if an online module, focused on geriatric pharmacotherapy, improves doctors' prescribing knowledge, as well as prescribing confidence, as applied to older patients. The impact of an online educational module (SCRIPT) on hospital doctors' prescribing knowledge and confidence with regards to older patients was assessed by randomised controlled trial. Control and intervention groups completed assessments at baseline, 4 and 12weeks. Primary outcome was difference in mean test scores. Student's t tests were used to analyse the data. Qualitative data on participant's confidence levels were also collected. Eighty participants completed the 12-week trial. The SCRIPT intervention resulted in a 22% difference in mean test scores between control and intervention groups at 4weeks (23.12 marks versus 33.67 marks; p<0.0001; 95% CI 8.13-12.97). This significance was maintained at 12weeks. Thirty-four percent of participants in the intervention group rated themselves as 'confident' with regards to prescribing for older patients post-intervention compared with 12% in the control group. A short e-learning module focused on geriatric pharmacotherapy can significantly improve doctors' prescribing knowledge and confidence with regards to older patients. Clinicaltrials.gov NCT02405975.

Use of an Online Educational Module to Improve Physician Skills to Diagnose Vaginitis

This article was migrated. The article was not marked as recommended. Background: The availability of rapid laboratory diagnostic tests, coupled with physicians' lack of confidence in their microscopy skills, may cause physician educators to teach microscopy less in residency training when diagnosing vaginitis and cervicitis. Objective: We sought to evaluate the level of comfort of diagnosing vaginitis and cervicitis with microscopy and to determine whether an online educational module could improve diagnostic skills among our primary care residency clinic preceptors. Methods: We created an online education module, aimed at assessing diagnostic microscopy skills and at improving knowledge about vaginitis and cervicitis. Preceptors were invited to complete the education module and a pre- and post-module survey to assess their knowledge and practice patterns. Results: Of 33 eligible preceptors, 21 (63%) completed both pre- and post-surveys. Twenty preceptors (95%) found the teaching module helpful, and 76.2% reported desiring better training in microscopy. Preceptors' knowledge scores improved significantly post-intervention (p = 0.0045). Preceptors who were female, who trained in Medicine-Pediatrics, and whose patient panels were predominantly female had higher scores. Discussion: Our teaching module was well-received by preceptors, and preceptors' testing scores improved significantly post-intervention. Online education modules may be an effective method to improve physicians' office-based microscopy skills to diagnose vaginitis and cervicitis.

Stage-based healthy lifestyles program for non-college young adults

PurposeThe purpose of this paper is to test the feasibility of implementing a healthy lifestyles intervention to maintain or achieve healthy weight for low-income young adults in vocational education.Design/methodology/approachNon-randomized, quasi-experimental feasibility test of a ten-week intervention with follow-up assessment designed using PRECEDE-PROCEED. A convenience sample included low-income young adults (n=165), 18-24 years recruited from two vocational training facilities. The intervention had weekly: online educational modules, targeting the non-dieting approach through healthful eating, and physical activity; and messages to promote fruit and vegetable intake, increased physical activity and stress management. Anthropometrics were measured, and an online survey on physical activity and eating behavior (e.g. self-regulation, self-instruction, emotional eating) was administered at baseline, post-, and follow-up.FindingsAt baseline, males were overweight and females were obese based on average BMI; no significant change in BMI, food intake, physical activity, or stress management were noted following the intervention. Eating behavior changed in treatment vs control group; food self-regulation was higher (p=0.025) for high use treatment group compared to the control group.Practical implicationsLifestyle interventions are critical for low-income young adults who are overweight or obese by 18-24 years of age. Young adults who engage in such interventions can make food behavior changes that can have a mediating effect on healthy weight management. Models like PRECEDE-PROCEED are vital to success when working toward sustainable programs within communities.Originality/valueFew healthy lifestyle programs have been reported for low-income, non-college young adults, specifically with a largely male population, and none with PRECEDE-PROCEED.

Abstract TP242: A Brief Educational Intervention Improves Paramedic Stroke Knowledge

Introduction: Emergency Medical Services (EMS) are an important component of stroke systems of care. EMS transport has been associated with faster emergency department (ED) stroke evaluations and higher t-PA delivery rates, especially among EMS recognized cases with hospital prenotification. However, delivery of high quality care including hospital prenotification requires that paramedics received regular education and training to improve their ability to identify and treat stroke cases. Methods: We identified opportunities for improvement in EMS care of suspect stroke patients through a review of local EMS stroke-related performance data and focus group discussions with paramedics. We then developed a 20-minute online educational module that reviewed basic stroke pathophysiology, discussed acute stroke therapies, and stressed the importance of performing stroke screening examinations and hospital prenotification for suspect stroke cases. The training was provided to all paramedics in a single agency. Scores on 10 item multiple-choice assessment were compared before and after receipt of the online training module using Fisher Exact tests and Wilcoxon Rank Sum Tests. Results: A total of 40 paramedics underwent the training. Overall quiz scores improved from a median of 9 (interquartile range [IQR] 7 to 9) to 10 (IQR 9 to 10, p=0.0002). Prior to training, only 43% of paramedics correctly identified 4.5 hours as the window for t-PA treatment, with 43% choosing 6 hours. Correct t-PA window identification improved significantly following education (43% to 87.5%, p&lt;0.0001). Improvements were also seen for questions regarding the most common presenting complaints among EMS missed strokes (72.5% to 90%) and the recommended time frame for verbal hospital prenotification (80% to 95%), although these differences were not statistically significant. Conclusions: Overall, paramedics demonstrated good baseline knowledge regarding stroke, however important misconceptions regarding the time frame for t-PA eligibility were common. A brief, on-line educational intervention improved stroke knowledge. Further work is needed to determine the impact of stroke education on real world paramedic performance.

P2.08-002 Online Patient Education in Advanced Lung Cancer: Effect on Patient/Caregiver Knowledge: Topic: Patient’s Voice, Patient’s Information

Recent studies have found that patients with lung cancer consistently report suboptimal communication with their physicians which, in turn, can limit shared decision making and impair clinical outcomes. To address this gap, a patient/caregiver-focused educational initiative was developed to determine if online education modules could improve knowledge about treatment decisions and side effect management in advanced non-small cell lung cancer (NSCLC). The initiative consisted of 4 educational activities available on WebMD Education, a website dedicated to patient/caregiver learning. Each activity included demographic questions and a pre-/post-activity question to measure impact on knowledge. The activities launched online in between August and October, 2015, and data were collected through April, 2016. After 9 months, a total of 8933 persons had participated in the education. Of those, 43% had lung cancer or were caregivers of a person with the disease, and 65% were female. The average age of individuals who participated in any 1 of the 4 activities varied based on topic. Significant post-participation improvements in knowledge were observed including: ·8% increase in comprehending that treatment-related side effects should be reported to their cancer care team both while on therapy and after completion of treatment with a cancer immunotherapy ·16% increase in understanding the mechanism of action associated with use of cancer immunotherapies in the treatment of lung cancer (p < 0.001) ·26% increase in recognizing first response with cancer immunotherapies will take longer than chemotherapy (p < 0.001) ·28% increase in understanding that molecular testing is necessary in individuals with advanced NSCLC, adenocarcinoma, in order to select the most appropriate treatment This study demonstrates that well-designed online patient/caregiver-focused education can be successful in improving familiarity with essential elements involved in the management of advanced lung cancer. Targeted and focused digital education empowers, engages and equips patient/caregiver with information needed for self-care condition management.

Эффективность использования сетевого образовательного модуля в процессе изучения дисциплины «психология»

Эффективность использования сетевого образовательного модуля в процессе изучения дисциплины «психология»

Improving the knowledge of students and physicians regarding appropriate use of antibiotics for respiratory infections through an online educational module

We developed an interactive online module to improve the knowledge of students and physicians regarding respiratory infections. Our study showed that the completion of this module was associated with substantial improvement in knowledge, with modest retention after 2 months.

Catatonia Education: Needs Assessment and Brief Online Intervention.

There are no studies investigating physicians' knowledge of catatonia. The authors aimed to assess and increase physicians' awareness of catatonia. A survey with clinical questions about catatonia was administered, followed by a brief online teaching module about catatonia and a post-education survey. Twenty-one psychiatry residents (response rate, 70%) and 36 internal medicine residents (response rate, 34%) participated in the pre-education survey. Psychiatry residents identified 75% of the correct answers about catatonia, compared to 32% correct by internal medicine residents (p < 0.001). Twenty participants (response rate, 35%) completed the online education module and second survey, which resulted in a significant improvement in correct response rates from 60 to 83% in all the participants (p < 0.001). Residents' baseline knowledge of catatonia is low, particularly among internal medicine residents. A brief online module improved resident physicians' knowledge of catatonia. Educational strategies to improve recognition of catatonia should be implemented.

Impact of an Education Intervention on Missouri K-12 School Disaster and Biological Event Preparedness.

ABSTRACTBACKGROUNDA 2011 nationwide school pandemic preparedness study found schools to be deficient. We examined the impact of a school nurse educational intervention aimed at improving K‐12 school biological event preparedness.METHODSMissouri Association of School Nurses (MASN) members were e‐mailed a survey link in fall 2013 (ie, preintervention), links to online education modules (ie, intervention) in late fall, and a postintervention survey link in spring, 2014. School biological event readiness was measured using 35 indicators, for a possible score range of 0‐35. A paired t‐test compared pre‐ to postintervention preparedness scores.RESULTSA total of 133 school nurses (33.6% response rate) completed a survey; 35.3% of those (N = 47) completed both pre‐ and postintervention survey that could be matched. Pre‐ and postintervention preparedness scores ranged from 5 to 28.5 (x‾ = 13.3) and 6.5 to 25 (x‾ = 14.8), respectively. Postintervention scores were significantly higher than preintervention scores for those who watched at least 1 module (t = −2.3, p < .05).CONCLUSION:The education intervention was effective at improving school preparedness, though the impact was small. The education intervention needs to be reassessed, especially in regard to providing a longer intervention period.

Impact of an Educational Module Addressing the Cost of Disposable Surgical Equipment in Gynecologic Surgery

BACKGROUND: Disposable surgical equipment is an expensive part of all cases. We sought to determine if an educational module could impact knowledge, attitudes and behaviors of providers in regards to disposable laparoscopic equipment. METHODS: An online education module was developed addressing the cost of disposable surgical equipment at the Kanas University Hospital. Gynecologic laparoscopic attending physicians and the gynecology operating room support staff completed a pretest, viewed an educational module and completed a post-test. The cost of disposable equipment per laparoscopic hysterectomy case was determined by utilizing the hospital inventory management software. The cost per case for the 3-month period prior to the intervention and the 3-month period afterwards was collected. RESULTS: A total of 24 providers participated in the study over a one-month period. Prior to the intervention participants were able to identify the most expensive option 43% of the time and the least expensive 55%. Afterwards participants were able to identify the most expensive option 85% of the time and least expensive 89% (P=.0008; P=.0177). The average cost of disposable surgical equipment per laparoscopic hysterectomy case from May to July 2015 was $1,502 for 20 cases, which was significantly higher than the average cost of $1,306 for 29 cases from September to November 2015 (P=.0381). DISCUSSION: An educational module has the ability to impact a providers knowledge about the cost of disposable surgical equipment and this knowledge may translate into potential cost savings in surgical cases.

Concussion Management in the Classroom.

There is a new emphasis on the team approach to pediatric concussion management, particularly in the classroom. However, it is expected that educators are unfamiliar with the "Returning to Learning" recommendations. The authors' primary objective was to assess and improve high school educators' knowledge regarding concussions and management interventions using an online education tool. A total of 247 high school educators completed a 12 question pretest to assess core knowledge of concussions and classroom management followed by a 20-minute online literature-based education module. Participants then completed an identical posttest. The improvement in core knowledge was statistically significant (P < .001). Initial areas of weakness were the description and identification of concussions. Questions regarding concussion classroom management also showed a statistically significant increase in scores (P < .001). This study identifies the deficits in the knowledge of educators regarding concussions and classroom management as well as the significant improvement after an online educational module.

Teaching Pain Management in Interprofessional Medical Education: A Review of Three Portal of Geriatric Online Education Modules.

Chronic pain is an international healthcare crisis that affects an estimated 1.5 billion individuals worldwide, but pain management is not emphasized in the medical school curriculum, and thus supplemental education is essential. The Portal of Geriatric Online Education (POGOe) is a free repository of teaching modules for use by geriatric educators and learners. This article highlights three teaching modules available on this site: It's My Old Back Again: An Approach to Diagnosing and Managing Back Pain in the Older Adult (POGOe ID: 21670), Computer Based Learning Workbook, Third Edition module on Pain Management (POGOe ID: 21036), and Aging Q3 Curriculum on Pain Management of Older Adult Patients (POGOe ID: 21187). These modules were chosen based on their ability to address the major topics that the International Association for the Study of Pain proposes should be included in medical school curricula: mulitdimensional nature of pain, pain assessment and measurement, management of pain, and clinical conditions resulting in pain in older adults. They were also selected for their ability to be adapted for interprofessional education and how well they integrate basic science and clinical principles.

Development of a subspecialty cardiology curriculum for paediatric registrars in Malawi: Implementation of a long-distance hybrid model.

Malawi has a high burden of paediatric cardiac disease but a limited number of health providers familiar with these chronic diseases. Given the rising number of Malawian postgraduate paediatric trainees at the University of Malawi College of Medicine, we sought to remedy this lack of basic cardiology training with a long-distance, module-based curriculum that could be utilised independently, as needed, with on-site teaching. We also wished to evaluate the initial modules for utility and improvement in knowledge and confidence in each topic. After an initial site visit to determine curriculum needs, online modules with interactive evaluations and quizzes were developed by a paediatric cardiologist in the United States, in collaboration with paediatric registrar training directors in Malawi. This online interactive curriculum was followed by several site visits to Malawi, by the United States-based paediatric cardiologist, to provide bedside teaching, case-based discussions and hands-on skill training in cardiac ultrasound and electrocardiogram interpretation. Evaluation of the curriculum model included post-module quizzes on cardiac topics as well as registrar self-assessments regarding confidence in content areas. The average post-module quiz score was 93.6%. Repeat testing with the same questions four months later yielded an average score of 78%, with a range from 60 to 100%. Pre- and post-module registrar self-assessment regarding confidence in content areas showed a substantial gain in knowledge and confidence mean. In their qualitative feedback, registrars noted that the modules were helpful in studying for their certifying examinations, and all four of the registrars sitting Part I of their Malawian and South African paediatric certifying examinations passed. Our innovative hybrid approach, combining online educational modules with in-person teaching visits, is a useful approach in expanding paediatric cardiology subspecialty education in Malawi.

Examining uptake of online education on obstructive sleep apnoea in general practitioners: a randomised trial.

BackgroundObstructive sleep apnoea (OSA) affects up to 28 % of the adult population in Western countries. The detection and management of OSA by general practitioners (GPs) can be poor. The study aimed to examine what influence enhanced invitations had on uptake of on-line learning modules for OSA by GPs, and whether recent referrals of patients to sleep specialists influenced uptake.MethodsPracticing GPs in regional Australia were identified and randomised to receive either an enhanced or standard invitation letter to a new on-line education module for OSA. The enhanced letter included indication that the module was eligible for professional accreditation and described the prevalence and burden of sleep disorders. Some included extra emphasis if the GP had recently referred a patient for diagnostic investigation of OSA. Two reminder letters were sent.ResultsOf 796 eligible GPs who received the letters, sixteen (2 %) accessed the website and four completed the modules over the four-month study period. GPs who received an enhanced invitation letter were not significantly more likely to access the website compared to GPs who received the standard invitation letter. Recent referral of a patient for diagnostic investigation was also not a significant factor in influencing use of the module.ConclusionGP interest in on-line education about OSA appears low, and emphasis of relevant recent past patient(s) and the opportunity for professional education points was not successful in increasing engagement. There is a need to identify effective approaches to improving the detection and management of OSA in general practice.

Establishing a Nurse-Driven Nitrous Oxide Program in a Multihospital System

Establishing a Nurse-Driven Nitrous Oxide Program in a Multihospital System

Interactive Online Module Failed to Improve Sustained Knowledge of the Maryland Medical Orders for Life-Sustaining Treatment Form.

Legal documents similar to the Maryland Medical Orders for Life-Sustaining Treatment (MOLST) form requiring physician endorsement are increasingly used by critically ill patients. To evaluate whether an interactive, online training module on completion and interpretation of the MOLST form leads to a sustained increase in knowledge among house staff. Pre/post survey of 329 house staff at Johns Hopkins Hospital who admit and discharge patients between June 2014 and July 2015. House staff were encouraged to complete a voluntary, interactive, online educational module on completing and interpreting MOLST forms. Participants received $25 for accessing the module and $10 for completing each survey. The primary outcome was the change in the number of questions answered correctly on the post- versus presurvey comparing house staff who viewed the module for at least 20 minutes with house staff who never viewed or never completed the module. Overall, 329 (69%) house staff completed the knowledge assessment survey both before and after the module was available, and 201 (61%) of these house staff completed the voluntary module. The median score on the presurvey conducted in July and August of 2014 was 14 out of 21 (interquartile range [IQR] 12, 16). The median (IQR) score on the postsurvey conducted in May and June of 2015 was 15 out of 21 (13, 17). The median (IQR) change in score among those who spent at least 20 minutes completing the module was 1 question (-1, 3), and among those who never viewed or never completed the module it was also 1 (IQR -1, 2). The postsurvey was completed a median (IQR) of 59 (52, 62) days after viewing the module. After adjusting for years of postgraduate clinical training, self-reported baseline experience completing MOLST forms, and self-reported responsibility for discharging patients, viewing the module for at least 20 minutes was associated with a nonsignificant increase in score of 0.41 questions (95% confidence interval, -0.25, 1.06; P = 0.23). An interactive, online educational module had no effect on trainee knowledge of completing and interpreting MOLST forms approximately 2 months after completion. Information conveyed via online modules alone may have minimal sustained impact on house staff knowledge.

Improving the e-activity Design in Problem-based Learning Module in Mechanical Engineering

The transition from the teacher-centric learning environment to the problem-based learning (PBL) environment may not be smooth due to students’ expectations of getting direct support from the teacher. However, a teacher also tries to teach students the skills to be an independent learner. The aim of this study is to improve the students learning experience in the PBL environment by improving the e-tivity (online activity) design in a blended online teaching module in Mechanical Engineering (ME). A mixed research method approach helped to analyse the students’ learning experience in the module. The result shows that the present design of the e-tivities does not provide students with opportunities to study effectively in the PBL environment online, and proposed an improved design of the e-tivities. It implies the need to create e-tivities by taking into consideration the students’ learning styles to encourage active participation, to provide rich student-tutor interactions for prompt feedback on the students’ performance and hold workshops to improve the facilitation skills of the academic staff in the PBL environment. Further study suggests evaluating the effectiveness of the designed e-tivities on the students’ academic performance, and the development of the skills needed to study effectively in a PBL environment.

Evidence of Reliability, Validity, and Practicality for the Canadian Physiotherapy Assessment of Clinical Performance.

Purpose: To investigate the internal consistency, construct validity, and practicality of the Canadian Physiotherapy Assessment of Clinical Performance (ACP), a descriptive measure used by physiotherapy students and their clinical instructors (CIs) at the mid- and endpoints of an internship to describe the students' behaviours as observed in the clinical education setting relative to what might be expected of an entry-level physiotherapist. Methods: This multi-centre study piloted the ACP in 10 university physiotherapy (PT) programmes. Both CIs and students undertaking clinical internships completed the ACP and the current tool, the Physical Therapist Clinical Performance Instrument (PT-CPI; Version 1997). Results: CIs assessing PT students' performance during internships representing a variety of areas of practice completed the ACP at the midpoint (n=132) and the endpoint (n=126) of the internship. The end-of-internship sample consisted of 55 junior, 30 intermediate, and 41 senior students. The ACP demonstrated strong internal consistency: Alpha coefficients for each role ranged from 0.94 to 0.99. Aligned items on the ACP and PT-CPI were significantly correlated (r=0.51-0.84). Senior PT students performed significantly better than intermediate students, who, in turn, performed better than junior students (p<0.0001). Effect sizes for midpoint to final scores on the ACP ranged from medium to large (0.40-0.74). Participants were satisfied with the online education module that provided instruction on how to use and interpret the ACP, as indicated by satisfaction scores and qualitative comments. Conclusions: The ACP is a reliable, valid, and practical measure to assess and describe the PT students' behaviours as observed during clinical education relative to what is expected of an entry-level physiotherapist.

Public Health Approaches and Barriers to Educating Providers about Hereditary Breast and Ovarian Cancer Syndrome.

The Michigan Department of Health and Human Services implemented and evaluated two initiatives designed to enhance provider knowledge of patients appropriate for breast and/or ovarian cancer genetic risk assessment and hereditary breast and ovarian cancer (HBOC) syndrome testing. The first initiative targeted select providers who had diagnosed patients meeting HBOC risk criteria. Specifically, the initiative used 2008–2009 state cancer registry data to identify all providers who had diagnosed breast cancers in women ≤50 years of age, male breast cancers, and ovarian cancers in four health systems with newly established cancer genetics clinics. Using a method coined bidirectional reporting (BDR), reports highlighting how many of these cases each provider had seen were generated and mailed. Reports on 475 cancers (9.5% of the 5005 cases statewide meeting criteria) were sent to 69 providers with information about how and why to refer such patients for genetic counseling. Providers who received a report were contacted to assess whether the reports increased awareness or resulted in action (genetic counseling/referral). Based on the few responses received, despite multiple attempts to contact, and attrition rate, it is not possible to ascertain the impact of this initiative on providers. However the project resulted in the MDHHS identifying which providers see the largest proportion of at-risk patients, creating an opportunity to target those providers with HBOC education efforts. The second initiative involved creating and broadly disseminating an online, interactive case-based educational module to increase awareness and referral decisions for HBOC using high- and low-risk patient scenarios. A total of 1835 unique users accessed the module in a one year. Collectively the users viewed topic pages 2724 times and the interactive case studies 1369 times. Point of care tools (fact sheets) were viewed 1624 times and downloaded 764 times. Satisfaction among the subset of users applying for continuing medical education credit was high. The online educational module had a much broader reach than the bidirectional reporting initiative but to a self-selected audience. Combining targeted and broad-based provider education efforts may be a better way to increase HBOC awareness in the target audience, starting with those providers seeing the largest proportion of patients at risk.