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181. Pilot study of a cluster randomised trial of a guided e-learning health promotion intervention for managers based on management standards for the improvement of employee well-being and reduction of sickness absence: GEM Study. Full Text available with Trip Pro

Pilot study of a cluster randomised trial of a guided e-learning health promotion intervention for managers based on management standards for the improvement of employee well-being and reduction of sickness absence: GEM Study. To investigate the feasibility of recruitment, adherence and likely effectiveness of an e-learning intervention for managers to improve employees' well-being and reduce sickness absence.The GEM Study (guided e-learning for managers) was a mixed methods pilot cluster (...) randomised trial. Employees were recruited from four mental health services prior to randomising three services to the intervention and one to no-intervention control. Intervention managers received a facilitated e-learning programme on work-related stress. Main outcomes were Warwick Edinburgh Mental Wellbeing Scale (WEMWBS), 12-item GHQ and sickness absence <21 days from human resources. 35 in-depth interviews were undertaken with key informants, managers and employees, and additional observational data

2015 BMJ open Controlled trial quality: uncertain

182. Assessment of an e-learning training program for cardiotocography analysis: a multicentre randomized study. (Abstract)

Assessment of an e-learning training program for cardiotocography analysis: a multicentre randomized study. To assess the improvement of knowledge in cardiotocography (CTG) analysis, with the use of a dedicated e-learning program.Multicentre randomized controlled trial conducted in 5 maternity departments of Eastern-Paris Perinatal network. Midwives and obstetricians were recruited on a voluntary basis. At first log-in, they were tested on CTG interpretation and on labor management. They were (...) then randomly allocated to a "training" group (n=57) with the e-learning program, or to a "no-training" group (n=56). After three months, a second test was performed. Mean scores at first and second tests, rate of participants in the bottom quartile, and mean scores between doctors and midwives were compared between "training" and "no-training" groups.Seventy-five midwives and 38 obstetricians participated in the study. The mean scores at first test were similar in both groups (32.4 ± 5.2 out of 50 and 32.5

2015 European journal of obstetrics, gynecology, and reproductive biology Controlled trial quality: uncertain

183. Study Assessing the Feasibility of Mini-MobileHeart's E-learning Module

Study Assessing the Feasibility of Mini-MobileHeart's E-learning Module Study Assessing the Effectiveness of a Cardiac Web-based eLearning Platform - Full Text View - ClinicalTrials.gov Hide glossary Glossary Study record managers: refer to the if submitting registration or results information. Search for terms x × Study Record Detail Saved Studies Save this study Warning You have reached the maximum number of saved studies (100). Please remove one or more studies before adding more. Study (...) eLearning platform for one month during study period. The medical content of the packages will be gathered from a multidisciplinary input of both medics (e.g. cardiologists) and paramedics (e.g. psychologists). E-Learning packages type I: videos with information from caregivers. In these videos, medics and paramedics are interviewed to highlight the etiology, pathophysiology and treatment of coronary artery disease; the associated comorbidities and the ways to prevent recurrence. E-Learning packages

2015 Clinical Trials

184. Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit Full Text available with Trip Pro

Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude (...) -integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods.We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme.A total of 37 NICU staff (32 nurses and 5 doctors

2015 Singapore medical journal

185. Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction Full Text available with Trip Pro

Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction.Sixty nursing students were (...) selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course.The mean scores of posttest were 16.13

2015 Medical journal of the Islamic Republic of Iran

186. Acquiring experience in pathology predominantly from what you see, not from what you read: the HIPON e-learning platform Full Text available with Trip Pro

Acquiring experience in pathology predominantly from what you see, not from what you read: the HIPON e-learning platform It is indisputable that nowadays one of the hardest and most important tasks in medicine and especially in medical education, is the conversion of the extensive amount of available data, into medical experience, after a proper analysis. A project under the title "ICT (Information and Communication Technology) eModules on HistoPathology: a useful online tool for students (...) , researchers and professionals - HIPON", co-financed by the Lifelong Learning Program of the Education, Audiovisual and Culture Executive Agency (EACEA), The Commission of the European Union, has been launched at the beginning of 2013. HIPON's purpose is not to provide just another pathology website atlas, but to convey professional experience and thinking in pathology. HIPON has resulted in a well-structured and user-friendly, open resource, multi-language, e-learning platform which, taking advantage

2015 Advances in medical education and practice

187. A pilot randomised controlled trial to assess the utility of an e-learning package that trains users in adverse drug reaction causality. Full Text available with Trip Pro

A pilot randomised controlled trial to assess the utility of an e-learning package that trains users in adverse drug reaction causality. Causality assessment of adverse drug reactions (ADRs) by healthcare professionals is often informal which can lead to inconsistencies in practice. The Liverpool Causality Assessment Tool (LCAT) offers a systematic approach. An interactive, web-based, e-learning package, the Liverpool ADR Causality Assessment e-learning Package (LACAeP), was designed to improve

2015 The International journal of pharmacy practice Controlled trial quality: uncertain

188. The Impact of E-Learning on Adherence to Guidelines for Acute Gastroenteritis: A Single-Arm Intervention Study Full Text available with Trip Pro

The Impact of E-Learning on Adherence to Guidelines for Acute Gastroenteritis: A Single-Arm Intervention Study E-learning is a candidate tool for clinical practice guidelines (CPG) implementation due to its versatility, universal access and low costs. We aimed to assess the impact of a five-module e-learning course about CPG for acute gastroenteritis (AGE) on physicians' knowledge and clinical practice.This work was conceived as a pre/post single-arm intervention study. Physicians from 11 (...) European countries registered for the online course. Personal data, pre- and post-course questionnaires and clinical data about 3 to 5 children with AGE managed by each physician before and after the course were collected. Primary outcome measures included the proportion of participants fully adherent to CPG and number of patients managed with full adherence.Among the 149 physicians who signed up for the e-learning course, 59 took the course and reported on their case management of 519 children <5

2015 PloS one

189. E-learning and near-peer teaching in electrocardiogram education: a randomised trial. (Abstract)

E-learning and near-peer teaching in electrocardiogram education: a randomised trial. Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare (...) the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum.Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation

2015 The clinical teacher Controlled trial quality: uncertain

190. A tailored e-learning program to improve handover in the chain of emergency care: a pre-test post-test study. Full Text available with Trip Pro

A tailored e-learning program to improve handover in the chain of emergency care: a pre-test post-test study. To standardize patient handover in the chain of emergency care a handover guideline was developed. The main guideline recommendation is to use the DeMIST model (Demographics, Mechanism of Injury/illness, Injury/Illness, Signs, Treatment given) to structure pre-hospital notification and handover. To benefit from the new guideline, guideline adherence is necessary. As adherence (...) to guidelines in emergency care settings is variable, there is a need to systematically implement the new guideline. For implementation of the guideline we developed a e-learning program tailored to influencing factors. The aim of the study was to evaluate the effectiveness of this e-learning program to improve emergency care professionals' adherence to the handover guideline during pre-hospital notification and handover in the chain of emergency medical service (EMS), emergency medical dispatch (EMD

2015 Scandinavian journal of trauma, resuscitation and emergency medicine

191. E-Learning in Urology: Implementation of the Learning and Teaching Platform CASUS® - Do Virtual Patients Lead to Improved Learning Outcomes? A Randomized Study among Students. (Abstract)

E-Learning in Urology: Implementation of the Learning and Teaching Platform CASUS® - Do Virtual Patients Lead to Improved Learning Outcomes? A Randomized Study among Students. E-learning is playing an increasing role in medical education, supporting a problem-based and practical oriented education without putting patients at risk and compensating for the decrease in instructor-centered teaching. Not much research has been done concerning learning effects and reaction on behalf

2015 Urologia internationalis Controlled trial quality: uncertain

192. Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning: A Prospective Controlled Trial. Full Text available with Trip Pro

Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning: A Prospective Controlled Trial. Dermoscopy permits the detection of early-stage melanomas but is difficult to learn. It is important to develop effective teaching methods. Spaced education is a methodology within the field of adaptive learning that uses online tools to reinforce long-term retention.To determine whether a spaced education dermoscopy module improved dermoscopy skills in the continuing medical (...) of the study (49 participants in the class of 2010, 46 in the class of 2011). The intervention group (n = 96) comprised all participants enrolled during the third and fourth years of the study (46 in the class of 2012; 50 in the class of 2013).All participants attended a 3-day lecture followed by small-group tutorials 4 months later. Each participant also attended a day of consultation with a dermoscopy specialist. In addition, participants in the intervention group were enrolled in an e-learning spaced

2015 JAMA dermatology

193. E-assessment and an e-training program among elderly care staff lacking formal competence: results of a mixed-methods intervention study. Full Text available with Trip Pro

E-assessment and an e-training program among elderly care staff lacking formal competence: results of a mixed-methods intervention study. Among staff working in elderly care, a considerable proportion lack formal competence for their work. Lack of formal competence, in turn, has been linked to higher staff ratings of stress symptoms, sleep disturbances and workload.1) To describe the strengths and weaknesses of an e-assessment and subsequent e-training program used among elderly care staff who (...) lack formal competence and 2) to study the effects of an e-training program on staff members' working life (quality of care and psychological and structural empowerment) and well-being (job satisfaction and psychosomatic health). The hypothesis was that staff who had completed the e-assessment and the e-training program would rate greater improvements in working life and well-being than would staff who had only participated in the e-assessments.An intervention study with a mixed-methods approach

2015 BMC Health Services Research

194. Effectiveness of a clinically integrated e-learning course in evidence-based medicine for reproductive health training: a randomized trial. Full Text available with Trip Pro

Effectiveness of a clinically integrated e-learning course in evidence-based medicine for reproductive health training: a randomized trial. For evidence-based practice to embed culturally in the workplace, teaching of evidence-based medicine (EBM) should be clinically integrated. In low-middle-income countries (LMICs) there is a scarcity of EBM-trained clinical tutors, lack of protected time for teaching EBM, and poor access to relevant databases in languages other than English.To evaluate (...) the effects of a clinically integrated e-learning EBM course incorporating the World Health Organization (WHO) Reproductive Health Library (RHL) on knowledge, skills, and educational environment compared with traditional EBM teaching.International cluster randomized trial conducted between April 2009 and November 2010 among postgraduate trainees in obstetrics-gynecology in 7 LMICs (Argentina, Brazil, Democratic Republic of the Congo, India, Philippines, South Africa, Thailand). Each training unit

2012 JAMA Controlled trial quality: predicted high

195. Effect of E-learning on primigravida women's satisfaction and awareness concerning prenatal care. Full Text available with Trip Pro

Effect of E-learning on primigravida women's satisfaction and awareness concerning prenatal care. E-learning, in addition to promotion of patients' level of awareness, causes a more efficient way to increase patient-personnel interaction and provision of patients' educational content.In a quasi-experimental study, 100 primigravida women, referring to Navab Safavi health care center affiliated to Isfahan University of Medical Sciences, were selected through convenient sampling. The subjects (...) received education via E-learning or booklet education methods for four weeks. Questionnaire of satisfaction with the awareness of prenatal care was completed by both groups before and 4-6 weeks after education. Data were analyzed by student t-test and paired t-test through SPSS with a significance level of P < 0.05.No significant difference was noted between scores of satisfaction and awareness in both groups before education, while a significant difference was observed four weeks after intervention

2014 Journal of education and health promotion Controlled trial quality: uncertain

196. Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study. Full Text available with Trip Pro

Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study. Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical (...) knowledge among residents and students across multiple participating centers.Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested

2014 Academic Emergency Medicine Controlled trial quality: uncertain

197. Blended e-learning and end of life care in nursing homes: a small-scale mixed-methods case study. Full Text available with Trip Pro

Blended e-learning and end of life care in nursing homes: a small-scale mixed-methods case study. A 'blended' (e-learning and facilitated workshops) training course for Group C staff (i.e. staff with relatively infrequent contact with end of life care) has been delivered across several English counties with the aim of improving end of life care in nursing and residential care homes. This paper evaluates the impact of the course on participants' understandings of and confidence in delivering end (...) of life care in one nursing home, while also considering barriers to change in practice.A mixed-methods case study approach, incorporating pre- and post-course questionnaires (SHA East of England End of Life Care Education Programme 'ABC' Project Work Force C or Non Nurse Workforce B Pre and Post Course Questionnaire; E-Learning in End of Life Care Study Pre and Post Course Questionnaire), documentary analysis, semi-structured interviews, and observation of course workshops. Participants were 20

2014 BMC Palliative Care

198. iSlide - An Interactive Teledermatopathology e-Learning System with "Big Picture" (Abstract)

iSlide - An Interactive Teledermatopathology e-Learning System with "Big Picture" Dermatopathology training is often limited by facilities and a dearth of specialists. Advancements in information and communication technologies have made possible the adoption of innovative learning techniques, especially in places where specialists are lacking.To implement and evaluate the performance of the iSlide system, which is an interactive dermatopathology training platform (http://scope.tmu.edu.tw

2014 British Journal of Dermatology

199. Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial. Full Text available with Trip Pro

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial. This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students.Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month (...) later.The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04).Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

2014 Advances in medical education and practice Controlled trial quality: uncertain

200. Collaboration across continents to produce e-learning for palliative care education in Sub Saharan Africa Full Text available with Trip Pro

Collaboration across continents to produce e-learning for palliative care education in Sub Saharan Africa 24932214 2014 06 16 2018 11 13 1754-6605 8 2014 Ecancermedicalscience Ecancermedicalscience Collaboration across continents to produce e-learning for palliative care education in Sub Saharan Africa. ed36 10.3332/ecancer.2014.ed36 Rawlinson Fm F Consultant in Palliative Medicine, University of Wales College of Medicine, Velindre Hospital, Cardiff CF14 2TL, Wales, UK. Luyirika E E Executive

2014 Ecancermedicalscience

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