基于互联网的健康职业学习:一个元分析
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
概括
基于互联网的学习显示,与没有干预相比,对健康专业教育有显著的好处. 然而,它的有效性与传统方法相比是可比的,研究结果各不相同.
科学领域:
- 医疗教育 医学教育
- 健康 职业 教育 教育 专业
- 电子学习 (e-learning) 是一个电子学习系统.
背景情况:
- 基于互联网的学习在卫生专业教育中的利用正在增加.
- 需要对这种学习模式的有效性进行全面的综合证据.
研究的目的:
- 综合关于基于互联网的指导对健康专业的学习者有效性的证据.
- 将基于互联网的教学与无干预和传统的非互联网干预进行比较.
主要方法:
- 在多个数据库 (MEDLINE,Scopus,CINAHL,EMBASE,ERIC等) 进行系统的文献搜索. 从1990年到2007年,他一直是这个行业的领导人.
- 包括任何语言的研究,这些研究量化了卫生专业人员的教育成果.
- 两个独立审查员评估了研究质量,并提取了关于学习者特征,设置和干预细节的数据.
主要成果:
- 确定201项符合条件的研究具有显著的异质性.
- 基于互联网的干预措施显示出与对知识 (1.00),技能 (0.85) 和行为/患者效应 (0.82) 没有干预相比,具有很大的积极效应.
- 与非互联网方法相比,效应较小且异质:满意度 (0.10),知识 (0.12),技能 (0.09) 和行为/患者效应 (0.51).
结论:
- 与没有干预相比,基于互联网的学习显示出了实质性的积极结果.
- 与非互联网教学格式相比,基于互联网的学习的有效性与传统方法相似.
- 未来的研究应该集中在各种基于互联网的干预措施之间的直接比较上.
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