How to Trip Rapid Review

Step 1: Select articles relevant to your search (remember the system is only optimised for single intervention studies)

Step 2: press

Step 3: review the result, and maybe amend the or if you know better! If we're unsure of the overall sentiment of the trial we will display the conclusion under the article title. We then require you to tell us what the correct sentiment is.

1,143 results for

"e-learning"

by
...
Latest & greatest
Alerts

Export results

Use check boxes to select individual results below

SmartSearch available

Trip's SmartSearch engine has discovered connected searches & results. Click to show

1. Pilot study of a 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: the GEM (Guided E-learning for Managers) study (Full text)

Pilot study of a 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: the GEM (Guided E-learning for Managers) study Pilot study of a randomised trial of a guided e-learning health promotion intervention for managers based on management standards for the improvement of employee wellbeing and reduction of sickness absence: The GEM Study (Guided E-learning

2015 NIHR HTA programme PubMed abstract

2. E-learning for health professionals. (Full text)

E-learning for health professionals. The use of e-learning, defined as any educational intervention mediated electronically via the Internet, has steadily increased among health professionals worldwide. Several studies have attempted to measure the effects of e-learning in medical practice, which has often been associated with large positive effects when compared to no intervention and with small positive effects when compared with traditional learning (without access to e-learning). However (...) , results are not conclusive.To assess the effects of e-learning programmes versus traditional learning in licensed health professionals for improving patient outcomes or health professionals' behaviours, skills and knowledge.We searched CENTRAL, MEDLINE, Embase, five other databases and three trial registers up to July 2016, without any restrictions based on language or status of publication. We examined the reference lists of the included studies and other relevant reviews. If necessary, we contacted

2018 Cochrane PubMed abstract

3. Pilot study of a 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: the GEM (Guided E-learning for Managers) study

Pilot study of a 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: the GEM (Guided E-learning for Managers) study Pilot study of a 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: the GEM (Guided E-learning (...) for Managers) study Pilot study of a 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: the GEM (Guided E-learning for Managers) study Stansfeld SA, Berney L, Bhui K, Chandola T, Costelloe C, Hounsome N, Kerry S, Lanz D, Russell J Record Status This is a bibliographic record of a published health technology assessment from a member of INAHTA. No evaluation

2015 Health Technology Assessment (HTA) Database.

4. E?learning of evidence?based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review (Full text)

E?learning of evidence?based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review Elearning of evidence‐based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review - Rohwer - 2017 - Campbell Systematic Reviews - Wiley Online Library By continuing to browse this site, you agree to its use of cookies as described in our . Search within Search term Search term SYSTEMATIC REVIEW Open Access Elearning (...) no longer whether we should be teaching EBHC; but rather how we should be teaching it. have proposed a hierarchy of teaching EBHC, where integrated and interactive teaching is seen as the most effective way of teaching EBHC ( ). This, however, only refers to traditional lecture‐based or face to face teaching of EBHC and does not include the increasingly popular method of electronic learning. 1.2 THE INTERVENTION 1.2.1 Electronic learning (elearning) Electronic learning or elearning (as the term

2017 Campbell Collaboration PubMed abstract

5. Nurse education: E-learning may be no better than traditional teaching for continuing education of health professionals

Nurse education: E-learning may be no better than traditional teaching for continuing education of health professionals E-learning may be no better than traditional teaching for continuing education of health professionals | Evidence-Based Nursing Log in using your username and password For personal accounts OR managers of institutional accounts Username * Password * your user name or password? Search for this keyword Search for this keyword Main menu Log in using your username and password (...) For personal accounts OR managers of institutional accounts Username * Password * your user name or password? You are here E-learning may be no better than traditional teaching for continuing education of health professionals Article Text Commentary Nurse education E-learning may be no better than traditional teaching for continuing education of health professionals Free Amelia Swift Correspondence to Dr Amelia Swift, School of Nursing, Institute of Clinical Sciences, Medical School, University

2019 Evidence-Based Nursing

6. How We Evaluate Postgraduate Medical E-Learning: Systematic Review. (Full text)

How We Evaluate Postgraduate Medical E-Learning: Systematic Review. Electronic learning (e-learning) in postgraduate medical education has seen a rapid evolution; however, we tend to evaluate it only on its primary outcome or learning aim, whereas its effectiveness also depends on its instructional design. We believe it is important to have an overview of all the methods currently used to evaluate e-learning design so that the preferred method may be identified and the next steps needed (...) to continue to evaluate postgraduate medical e-learning may be outlined.This study aimed to identify and compare the outcomes and methods used to evaluate postgraduate medical e-learning.We performed a systematic literature review using the Web of Science, PubMed, Education Resources Information Center, and Cumulative Index of Nursing and Allied Health Literature databases. Studies that used postgraduates as participants and evaluated any form of e-learning were included. Studies without any evaluation

2020 JMIR medical education PubMed abstract

7. Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study (Full text)

Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study | Evidence-Based Mental Health We use cookies to improve our service and to tailor our content and advertising to you. You can manage your cookie settings via your browser at any time. To learn more about how we use cookies, please see our . Log in using your username and password (...) For personal accounts OR managers of institutional accounts Username * Password * your user name or password? Search for this keyword Search for this keyword Main menu Log in using your username and password For personal accounts OR managers of institutional accounts Username * Password * your user name or password? You are here Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study Article Text Original article Problem-based, peer-to-peer global mental

2018 Evidence-Based Mental Health PubMed abstract

8. The effect of an e-learning module on health sciences students' venipuncture skill development. (Full text)

The effect of an e-learning module on health sciences students' venipuncture skill development. Venipuncture is a psychomotor skill required in many healthcare professions. E-learning could be used to overcome current barriers in face-to-face learning in healthcare education such as insufficient classroom space or qualified instructors. We sought to evaluate the effectiveness of an e-learning module on students' performance when used in addition to in-class training.Overall, 224 health sciences (...) students were approached to participate in this pilot study. Recruited students were divided into control and study groups. The control group received only in-class training, whereas the study group had access to the e-learning module in addition to in-class learning. Both groups were evaluated on their self-confidence using a Likert scale, academic competence using a multiple-choice questionnaire, and psychomotor competence from video skill recordings using an in-house rubric. Nonparametric

2018 Canadian journal of respiratory therapy : CJRT = Revue canadienne de la therapie respiratoire : RCTR Controlled trial quality: uncertain PubMed abstract

9. Evaluating the Effect of a Web-Based E-Learning Tool for Health Professional Education on Clinical Vancomycin Use: Comparative Study (Full text)

Evaluating the Effect of a Web-Based E-Learning Tool for Health Professional Education on Clinical Vancomycin Use: Comparative Study Internet-based learning for health professional education is increasing. It offers advantages over traditional learning approaches, as it enables learning to be completed at a time convenient to the user and improves access where facilities are geographically disparate. We developed and implemented the Vancomycin Interactive (VI) e-learning tool to improve (...) knowledge on the clinical use of the antibiotic vancomycin, which is commonly used for treatment of infections caused by methicillin-resistant Staphylococcus aureus (MRSA).The aims of this study were to evaluate the effect of the VI e-learning tool on (1) survey knowledge scores and (2) clinical use of vancomycin among health professionals.We conducted a comparative pre-post intervention study across the 14 hospitals of two health districts in New South Wales, Australia. A knowledge survey was completed

2018 JMIR medical education PubMed abstract

10. Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology–Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Full text)

Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology–Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology

2018 JMIR medical education Controlled trial quality: predicted high PubMed abstract

11. Evaluation of an E-Learning Course for Clubfoot Treatment in Tanzania: A Multicenter Study (Full text)

Evaluation of an E-Learning Course for Clubfoot Treatment in Tanzania: A Multicenter Study In total, 80% of clubfoot cases occur in low- and middle-income countries, where lack of clinical knowledge of the Ponseti method of treatment presents as a major barrier to treatment. This study aims to determine the effectiveness of an electronic learning course to teach clinicians in Tanzania Ponseti method theory. A total of 30 clinicians were recruited from clinics with high referral rates (...) for clubfoot patients and invited to 1 of 3 training sites: Mbeya (n = 15), Zanzibar (n = 10), and Mwanza (n = 5). Baseline knowledge, measured through a pretest, was compared to performance on a posttest after e-learning course completion. Scores for Mbeya and Zanzibar participants improved from 44 ± 12.5 to 69.8 ± 16.5 (P < .0001) and 44.3 ± 14.0 to 67.9 ± 21.4 (P = .01), respectively. Our results suggest that an e-learning course may be an effective method of disseminating Ponseti method theory

2018 Journal of medical education and curricular development PubMed abstract

12. Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study (Full text)

Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking.We aimed to identify an empirically founded set of quality indicators to set the bar for “good enough” e-learning.We performed a Delphi procedure with a group of 13 international education experts (...) and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved.In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which

2018 JMIR medical education PubMed abstract

13. Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India (Full text)

Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India e-learning resources need to be customised to the audience and learners to make them culturally relevant. The 'Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India

2017 Ecancermedicalscience PubMed abstract

14. An systematic review of e-learning outcomes in undergraduate dental radiology curricula-levels of learning and implications for researchers and curriculum planners. (Full text)

An systematic review of e-learning outcomes in undergraduate dental radiology curricula-levels of learning and implications for researchers and curriculum planners. To examine the outcomes of e-learning or blended learning interventions in undergraduate dental radiology curricula and analyze the nature of the knowledge levels addressed in learning interventions.A systematic literature review was performed using a search strategy based on MeSH key words specific to the focus question and indexed (...) in the MEDLINE database. The search again was supplemented by hand-searching of selected journals. Data were extracted relating to outcomes of knowledge and student perceptions. Analysis of the e-learning intervention was performed using a new framework to examine the level of knowledge undertaken: (1) remember/understand (2) analysis or evaluation or diagnosis and (3) performance ("knows how" or "shows how").From the selected 17 papers, 11 were positive about student reported outcomes of the interventions

2020 Dento maxillo facial radiology PubMed abstract

15. Teaching the National Institutes of Health Stroke Scale to Paramedics (E-Learning vs Video): Randomized Controlled Trial. (Full text)

Teaching the National Institutes of Health Stroke Scale to Paramedics (E-Learning vs Video): Randomized Controlled Trial. Prompt and accurate identification of stroke victims is essential to reduce time from symptom onset to adequate treatment and to improve neurological outcomes. Most neurologists evaluate the extent of neurological deficit according to the National Institutes of Health Stroke Scale (NIHSS), but the use of this scale by paramedics, the first healthcare providers to usually (...) take care of stroke victims, has proven unreliable. This might be, at least in part, due to the teaching method. The video used to teach NIHSS lacks interactivity, while more engaging electronic learning (e-learning) methods might improve knowledge acquisition.This study was designed to evaluate whether a highly interactive e-learning module could enhance NIHSS knowledge acquisition in paramedics.A randomized controlled trial comparing a specially designed e-learning module with the original NIHSS

2020 Journal of medical Internet research PubMed abstract

16. Easily accessible, up-to-date and standardised training model in Urology: E-Learning Residency training programme (ERTP). (Full text)

Easily accessible, up-to-date and standardised training model in Urology: E-Learning Residency training programme (ERTP). There is no standardised and up-to-date education model for urology residents in our country. We aimed to describe our National E-learning education model for urology residents.The ERTP working group; consisting of urologists was established by the Society of Urological Surgery to create E-learning model and curriculum in April 2018. Learning objectives were set up in order (...) as 57.99 points (min: 20, max: 82).As a result of the COVID-19 pandemic, most of the educational programmes had to move online platforms. We used this reliable and easily accessible e-learning platform for the standardisation of training in urology on national basis. We aim to share this model with international residency training programmes.© 2020 John Wiley & Sons Ltd.

2020 International journal of clinical practice PubMed abstract

17. How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both? (Abstract)

How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both? Pain management in persons with mild to moderate dementia poses unique challenges because of altered pain modulation and the tendency of some individuals to perseverate. We aimed to test the impact of an e-learning module about pain in communicative people with dementia on third-year medical students who had or had not completed an experiential geriatrics course.Analysis of pre- to postlearning (...) groups.Medical students exposed to e-learning or experiential learning demonstrated improved confidence in evaluating and managing pain in patients with dementia. Those exposed to both educational methods also significantly improved their knowledge.The Author(s) 2020. Published by Oxford University Press on behalf of the American Academy of Pain Medicine. This work is written by US Government employees and is in the public domain in the US.

2020 Pain Medicine

18. E-learning as valuable caregivers' support for people with dementia - A systematic review. (Full text)

E-learning as valuable caregivers' support for people with dementia - A systematic review. Present demographic trends show a considerable rise in elderly populations with aging disorders, such as dementia. The current article focused on the exploitation of e-learning as an informal support for caregivers of people with dementia and considered its benefits and limitations to provide proper and relevant care for this target group of people as well as maintain the quality of life (...) of their caregivers.The methodology of this study is based on a literature review of accessible peer-review articles from three recognized databases: Web of Science, Scopus, and PubMed. The findings of the selected studies were compared and evaluated.The findings showed that e-learning educational programs/courses helped caregivers feel more confident about dementia care, reduced their perceived stress and enhanced their feelings of empathy, understanding and concern.The findings of this study reveal

2020 BMC health services research PubMed abstract

19. A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. (Full text)

A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology - regardless of learners' geographical locations and timescale - to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied (...) health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors - enablers and barriers - affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature.A systemic review of articles published on e-learning

2020 BMC medical education PubMed abstract

20. Long-term effects of an e-learning course on patient safety: A controlled longitudinal study with medical students. (Full text)

Long-term effects of an e-learning course on patient safety: A controlled longitudinal study with medical students. To improve patient safety, educational interventions on all system levels, including medical school are necessary. Sound theoretical knowledge on elements influencing patient safety (such as error management or team work) is the basis for behavioral changes of health care professionals.A controlled, quasi-experimental study with repeated measures was deployed. The intervention (...) group participated in a mandatory e-learning course on patient safety (ELPAS) between October 2016 and December 2016. The control group did not receive any didactic session on patient safety. In both groups we measured technical knowledge and attitudes towards patient safety before the intervention (T0), directly after the intervention (T1) and one year after the intervention (T2). Participants were 309 third-year medical students in the intervention group and 154 first- and second-year medical

2019 PLoS ONE Controlled trial quality: uncertain PubMed abstract

To help you find the content you need quickly, you can filter your results via the categories on the right-hand side >>>>