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E-learning for self-management support: introducing blended learning for graduate students - a cohort study.

Virginia Munro1, Andrea Morello2, Candice Oster2

  • 1College of Medicine and Public Health, Flinders University, PO Box 2100, Adelaide, South Australia, 5001, Australia. ginnymunro1308@gmail.com.

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Summary

Blended learning significantly improved chronic condition self-management care plan development compared to traditional methods. This approach enhances patient self-management support skills more effectively for physiotherapy and medical students.

Keywords:
Blended learningChronic careE-learningPerson-centred careSelf-managementSelf-management supportVirtual learning

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Area of Science:

  • Medical Education
  • Digital Health
  • Patient Self-Management Support

Background:

  • E-learning offers flexible education but may not fully equip students with essential patient self-management support (SMS) skills.
  • Traditional face-to-face training has limitations in scalability and accessibility for SMS education.
  • Developing effective Chronic Condition Self-Management Care Plans requires specific pedagogical approaches.

Purpose of the Study:

  • To compare the effectiveness of traditional, e-learning, and blended learning models for training university students in creating Chronic Condition Self-Management Care Plans.
  • To evaluate student performance in developing self-management care plans using established assessment tools.
  • To determine the optimal educational strategy for enhancing skills in patient self-management support.

Main Methods:

  • A comparative study involving graduate physiotherapy and medical students at Flinders University.
  • Three training groups: traditional face-to-face, e-learning, and blended (e-learning + face-to-face).
  • Assessment of 183 care plans using Flinders Program Chronic Care Self Management tools, focusing on quality, consumer engagement, and global competence.

Main Results:

  • The blended learning group demonstrated significantly higher quality in using Flinders Program tools (Problem and Goals) compared to the traditional group (P < 0.0001).
  • Blended learning resulted in significantly better total care plan scores and engagement scores (P < 0.0001).
  • No significant differences were observed between groups for the Partners in Health tool.

Conclusions:

  • The blended learning model proved more effective than traditional methods for teaching self-management skills in developing chronic condition care plans.
  • Academics can confidently adopt blended learning, as it is at least as effective as traditional methods for this educational purpose.
  • This pilot study suggests blended learning is a superior approach for enhancing patient self-management support training.