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医療専門職におけるインターネットベースの学習:メタ分析
David A Cook1, Anthony J Levinson, Sarah Garside
1Division of General Internal Medicine, Mayo Clinic College of Medicine, Baldwin 4-A, 200 First St SW, Rochester, MN 55905, USA. cook.david33@mayo.edu
JAMA
|September 11, 2008
まとめ
インターネットベースの学習は,介入なしの教育と比較して,医療専門職教育にとって有意な利点を示しています. しかし,従来の方法と比較して,その有効性は比較可能であり,研究によってさまざまな結果が得られます.
科学分野:
- 医療教育 医療教育について
- 医療 専門職 教育 教育
- 電子学習 (e-learning) について
背景:
- 医療専門職教育におけるインターネットベースの学習の活用は増加しています.
- この学習モードの有効性に関する証拠の包括的な合成が必要である.
研究 の 目的:
- 保健専門職の学習者のためのインターネットベースの指導の有効性に関する証拠を合成する.
- インターネットベースの指導を,介入なしと,インターネット以外の伝統的な介入と比較する.
主な方法:
- 複数のデータベース (MEDLINE,Scopus,CINAHL,EMBASE,ERICなど) で実施された体系的な文献検索. 1990年から2007年までの期間.
- 医療従事者の教育成果を定量化したどの言語の研究も含まれています.
- 2人の独立した審査員が研究の質を評価し,学習者の特徴,設定,介入の詳細に関するデータを抽出しました.
主要な成果:
- 対象となる研究201件が,有意な異質性で特定されました.
- インターネットによる介入は,知識 (1.00),スキル (0.85),行動/患者効果 (0.82) に関する介入なしと比較して,大きな肯定的な効果を示しました.
- インターネット以外の方法と比較して,効果は小さく,異質的であった:満足度 (0.10),知識 (0.12),スキル (0.09),行動/患者効果 (0.51).
結論:
- インターネットベースの学習は,介入なしと比較すると,実質的な肯定的な結果を示しています.
- インターネットベースの学習の有効性は,インターネット以外の教育形式と比較すると,従来の方法に似ています.
- 将来の研究は,さまざまなインターネットベースの介入の間の直接的な比較に焦点を当てなければなりません.
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