Using technology-based educational interventions to improve knowledge about clinical practice guidelines

Area of Science:

• Medical Education
• Health Informatics
• Evidence-Based Practice

Background:

• Health care providers' knowledge of clinical practice guidelines (CPGs) is crucial for optimal patient care.
• Technology-based learning tools offer potential solutions for enhancing CPG knowledge dissemination and retention.
• Existing evidence on the effectiveness of these tools needs systematic evaluation.

Purpose of the Study:

• To systematically review and synthesize the best available evidence on the effectiveness of technology-based learning tools.
• To assess the impact of these tools on health care providers' knowledge of clinical practice guidelines (CPGs).
• To identify which types of technology-based interventions are most effective.

Main Methods:

• A systematic review was conducted, searching MEDLINE, Embase, and CINAHL databases.
• Studies investigating technology-based learning tools for CPG knowledge improvement were included.
• A best-evidence summary approach was used, with critical appraisal of included studies.

Main Results:

• Six studies with a low risk of bias were included from 8321 articles.
• Spaced education interventions were associated with improved knowledge, but relative effectiveness is unknown.
• Module-based online interventions improved CPG knowledge but may not surpass traditional methods.

Conclusions:

• Module-based and spaced education interventions show potential benefits for enhancing health care providers' CPG knowledge.
• The current evidence base is largely preliminary, indicating a need for further research.
• More robust studies are required to confirm the efficacy and comparative effectiveness of these digital learning tools.