Online educational interventions are increasingly developed for health professionals and students, although graduate and undergraduate medical curricular often contain limited information about how to assess and manage pain. This study reviews the literature on the effectiveness of pain-related online educational resources. Studies were identified via a search of Medline, PsychINFO, Web of Science, CINAHL, PubMed, Scopus, Cochrane Library, Google Scholar and OpenGrey databases. Search terms included three concept blocks: (i) type of intervention - online education, computer-based, e-learning, web-based, and internet-based; (ii) population – pediatrician, physician, nurse, psychologist, medical; (iii) outcome - pain*. Thirty-two studies (13 randomised controlled trials, 5 non-randomised controlled trials, 14 single-group pre-post studies) were included. Ten provided data for inclusion in a series of between-groups meta-analyses. Post-intervention, participants receiving online instruction had significantly greater knowledge compared to those receiving training as usual/alternative training (Hedges’ g = 0.80, 95% CI: 0.12, 1.49), and students had significantly greater skills compared to students receiving training as usual (g = 1.34, CI: 0.38, 2.30). No significant differences were found for confidence/competence (g = 0.02, CI: -0.79. 0.84) or attitudes/beliefs (g = 0.16, CI: -0.48, 0.79). Although online educational resources show promise in improving learner knowledge, considerable heterogeneity exists between studies in quality, design, educational content, and outcomes. Further methodologically robust RCTs are required to establish the effectiveness of online educational interventions and a greater understanding of the key features of successful online resources, including cognitive interactivity. Few studies assessed health outcomes for patients, remaining a major priority for future investigations.
The effectiveness of online pain resources for health professionals: a systematic review with subset meta-analysis of educational intervention studies / Liossi, C.; Failo, A.; Schoth, D.; Williams, G.; Howard, R.. - In: PAIN. - ISSN 0304-3959. - 2018:(In corso di stampa). [10.1097/j.pain.0000000000001146]
The effectiveness of online pain resources for health professionals: a systematic review with subset meta-analysis of educational intervention studies
Failo A.;
In corso di stampa
Abstract
Online educational interventions are increasingly developed for health professionals and students, although graduate and undergraduate medical curricular often contain limited information about how to assess and manage pain. This study reviews the literature on the effectiveness of pain-related online educational resources. Studies were identified via a search of Medline, PsychINFO, Web of Science, CINAHL, PubMed, Scopus, Cochrane Library, Google Scholar and OpenGrey databases. Search terms included three concept blocks: (i) type of intervention - online education, computer-based, e-learning, web-based, and internet-based; (ii) population – pediatrician, physician, nurse, psychologist, medical; (iii) outcome - pain*. Thirty-two studies (13 randomised controlled trials, 5 non-randomised controlled trials, 14 single-group pre-post studies) were included. Ten provided data for inclusion in a series of between-groups meta-analyses. Post-intervention, participants receiving online instruction had significantly greater knowledge compared to those receiving training as usual/alternative training (Hedges’ g = 0.80, 95% CI: 0.12, 1.49), and students had significantly greater skills compared to students receiving training as usual (g = 1.34, CI: 0.38, 2.30). No significant differences were found for confidence/competence (g = 0.02, CI: -0.79. 0.84) or attitudes/beliefs (g = 0.16, CI: -0.48, 0.79). Although online educational resources show promise in improving learner knowledge, considerable heterogeneity exists between studies in quality, design, educational content, and outcomes. Further methodologically robust RCTs are required to establish the effectiveness of online educational interventions and a greater understanding of the key features of successful online resources, including cognitive interactivity. Few studies assessed health outcomes for patients, remaining a major priority for future investigations.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione
