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Stoevelaar H, Bahl A, Helsen N, Michels NR, Smets L, Speakman MJ, Stranne J, Toelen J, Van der Aa F, Van Ruysevelt L, Yperman J, Zilli T, Tombal BF, Michel MC. Personalised versus non-individualised case-based CME: A randomised pilot study. J Eur CME 2022; 11:2153438. [DOI: 10.1080/21614083.2022.2153438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Affiliation(s)
| | - Amit Bahl
- University Hospitals Bristol National Health Service Foundation Trust-Bristol Haematology and Oncology Centre, Bristol, UK
| | | | - Nele R.M. Michels
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | | | - Mark J. Speakman
- International Society for the Study and Exchange of Evidence from Clinical Research and Medical Experience (ISSECAM), Lier, Belgium
- Department of Urology, Musgrove Park Hospital, Somerset Foundation Trust, Taunton, UK
| | - Johan Stranne
- Department of Urology, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Urology, Sahlgrenska University Hospital-Västra Götaland, Gothenburg, Sweden
| | - Jaan Toelen
- International Society for the Study and Exchange of Evidence from Clinical Research and Medical Experience (ISSECAM), Lier, Belgium
- Department of Development and Regeneration, Leuven, Belgium
- Department of Paediatrics, University Hospitals Leuven, Leuven, Belgium
| | - Frank Van der Aa
- Department of Development and Regeneration, Leuven, Belgium
- Department of Urology, University Hospitals Leuven, Leuven, Belgium
| | - Luc Van Ruysevelt
- International Society for the Study and Exchange of Evidence from Clinical Research and Medical Experience (ISSECAM), Lier, Belgium
- e-HIMS, Lier, Belgium
| | | | - Thomas Zilli
- Department of Radiation Oncology, Geneva University Hospital, Geneva, Switzerland
| | - Bertrand F. Tombal
- International Society for the Study and Exchange of Evidence from Clinical Research and Medical Experience (ISSECAM), Lier, Belgium
- Urology, Cliniques universitaires Saint-Luc, UCLouvain, Brussels, Belgium
| | - Martin C. Michel
- International Society for the Study and Exchange of Evidence from Clinical Research and Medical Experience (ISSECAM), Lier, Belgium
- Department of Pharmacology, University Medical Center, Johannes Gutenberg University Mainz, Mainz, Germany
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Fontaine G, Cossette S, Maheu-Cadotte MA, Mailhot T, Deschênes MF, Mathieu-Dupuis G, Côté J, Gagnon MP, Dubé V. Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open 2019; 9:e025252. [PMID: 31467045 PMCID: PMC6719835 DOI: 10.1136/bmjopen-2018-025252] [Citation(s) in RCA: 48] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/06/2018] [Revised: 06/10/2019] [Accepted: 07/30/2019] [Indexed: 01/07/2023] Open
Abstract
OBJECTIVE Although adaptive e-learning environments (AEEs) can provide personalised instruction to health professional and students, their efficacy remains unclear. Therefore, this review aimed to identify, appraise and synthesise the evidence regarding the efficacy of AEEs in improving knowledge, skills and clinical behaviour in health professionals and students. DESIGN Systematic review and meta-analysis. DATA SOURCES CINAHL, EMBASE, ERIC, PsycINFO, PubMed and Web of Science from the first year of records to February 2019. ELIGIBILITY CRITERIA Controlled studies that evaluated the effect of an AEE on knowledge, skills or clinical behaviour in health professionals or students. SCREENING, DATA EXTRACTION AND SYNTHESIS Two authors screened studies, extracted data, assessed risk of bias and coded quality of evidence independently. AEEs were reviewed with regard to their topic, theoretical framework and adaptivity process. Studies were included in the meta-analysis if they had a non-adaptive e-learning environment control group and had no missing data. Effect sizes (ES) were pooled using a random effects model. RESULTS From a pool of 10 569 articles, we included 21 eligible studies enrolling 3684 health professionals and students. Clinical topics were mostly related to diagnostic testing, theoretical frameworks were varied and the adaptivity process was characterised by five subdomains: method, goals, timing, factors and types. The pooled ES was 0.70 for knowledge (95% CI -0.08 to 1.49; p.08) and 1.19 for skills (95% CI 0.59 to 1.79; p<0.00001). Risk of bias was generally high. Heterogeneity was large in all analyses. CONCLUSIONS AEEs appear particularly effective in improving skills in health professionals and students. The adaptivity process within AEEs may be more beneficial for learning skills rather than factual knowledge, which generates less cognitive load. Future research should report more clearly on the design and adaptivity process of AEEs, and target higher-level outcomes, such as clinical behaviour. PROSPERO REGISTRATION NUMBER CRD42017065585.
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Affiliation(s)
- Guillaume Fontaine
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Research Center, Montreal Heart Institute, Montréal, Québec, Canada
| | - Sylvie Cossette
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Research Center, Montreal Heart Institute, Montréal, Québec, Canada
| | - Marc-André Maheu-Cadotte
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Research Center, Montreal Heart Institute, Montréal, Québec, Canada
| | - Tanya Mailhot
- Research Center, Montreal Heart Institute, Montréal, Québec, Canada
- Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts, USA
| | | | - Gabrielle Mathieu-Dupuis
- School of Librarianship and Information Science, Université de Montréal, Montréal, Québec, Canada
| | - José Côté
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Research Center, University of Montreal Hospital Centre, Montréal, Québec, Canada
| | - Marie-Pierre Gagnon
- Faculty of Nursing, Université Laval, Québec City, Québec, Canada
- Research Center, CHU de Québec-Université Laval, Québec City, Québec, Canada
| | - Veronique Dubé
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
- Research Center, University of Montreal Hospital Centre, Montréal, Québec, Canada
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Kotecha D, Bax JJ, Carrera C, Casadei B, Merkely B, Anker SD, Vardas PE, Kearney PP, Roffi M, Ros M, Vahanian A, Weidinger F, Beeri R, Budaj A, Calabrò P, Czerwińska-Jelonkiewicz K, D'Ascenzi F, De Potter T, Fox KF, Hartikainen J, McAdam B, Milicic D, Pasquet AA, Sionis A, Sohaib SMA, Tsioufis C, Verhorst PMJ, Kirchhof P. Roadmap for cardiovascular education across the European Society of Cardiology: inspiring better knowledge and skills, now and for the future. Eur Heart J 2019; 40:1728-1738. [PMID: 30226525 DOI: 10.1093/eurheartj/ehy058] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Revised: 11/14/2017] [Accepted: 01/24/2018] [Indexed: 11/13/2022] Open
Abstract
AIMS The provision of high-quality education allows the European Society of Cardiology (ESC) to achieve its mission of better cardiovascular practice and provides an essential component of translating new evidence to improve outcomes. METHODS AND RESULTS The 4th ESC Education Conference, held in Sophia Antipolis (December 2016), brought together ESC education leaders, National Directors of Training of 43 ESC countries, and representatives of the ESC Young Community. Integrating national descriptions of education and cardiology training, we discussed innovative pathways to further improve knowledge and skills across different training programmes and health care systems. We developed an ESC roadmap supporting better cardiology training and continued medical education (CME), noting: (i) The ESC provides an excellent framework for unbiased and up-to-date cardiovascular education in close cooperation with its National Societies. (ii) The ESC should support the harmonization of cardiology training, curriculum development, and professional dialogue and mentorship. (iii) ESC congresses are an essential forum to learn and discuss the latest developments in cardiovascular medicine. (iv) The ESC should create a unified, interactive educational platform for cardiology training and continued cardiovascular education combining Webinars, eLearning Courses, Clinical Cases, and other educational programmes, along with ESC Congress content, Practice Guidelines and the next ESC Textbook of Cardiovascular Medicine. (v) ESC-delivered online education should be integrated into National and regional cardiology training and CME programmes. CONCLUSION These recommendations support the ESC to deliver excellent and comprehensive cardiovascular education for the next generation of specialists. Teamwork between international, national and local partners is essential to achieve this objective.
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Lee BC, Ruiz-Cordell KD, Haimowitz SM, Williams C, Stambler BS, Mandarakas A. Personalized, assessment-based, and tiered medical education curriculum integrating treatment guidelines for atrial fibrillation. Clin Cardiol 2017; 40:455-460. [PMID: 28139836 DOI: 10.1002/clc.22676] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/19/2016] [Accepted: 12/29/2016] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND This continuing medical education (CME) curriculum utilizes the Learner Assessment Platform (LAP), providing learners with personalized educational pathways related to atrial fibrillation treatment. HYPOTHESIS There are improvements in knowledge among physician learners after CME, especially among LAP learners. METHODS In this LAP-based curriculum, an evaluation of learner deficits on designated learning objectives was conducted in tier 1 and used to direct learners to individualized tier 2 activities. Performance was assessed across learner tracks from baseline to learners' final intervention. Retention data were measured by the postcurriculum assessment, completed 8 weeks after the learners last intervention. Additionally, each activity included a unique matched set of pretest and post-test questions assessing the 4 learner domains: knowledge, competence, confidence, and practice patterns. RESULTS Significant learner improvement was measured across the curriculum over all 4 learner-domains: 48% (P < 0.0005), 78% (P < 0.0005), 21% (P < 0.0005), and 20% (P < 0.0005) improvements for knowledge, competence, confidence, and practice, respectively. Significant gains in participant performance scores (28% increase, P < 0.0005) by the final activity was observed. Learners who participated in the LAP (N = 989) demonstrated greater improvement in performance from baseline compared to non-LAP learners (41% increase for LAP vs 23% and 26% increase for non-LAP learners who completed 1 (N = 1899) or ≥2 (N = 533) activities, respectively, P = 0.003). CONCLUSIONS The participant population (N = 3421) achieved statistically significant improvement across the curriculum, with LAP learners showing greater performance gains compared to non-LAP learners. These findings support the value of the LAP methodology in providing a cumulative and individualized CME experience.
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Affiliation(s)
| | | | | | | | - Bruce S Stambler
- Piedmont Heart Institute, Cardiac Electrophysiology, Atlanta, Georgia
| | - Anthia Mandarakas
- Sanofi US, Senior National Education Manager, Independent Medical Education (IME), Bridgewater, New Jersey
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