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181. Impact of Interactive e-Learning Modules on Appropriateness of Imaging Referrals: A Multicenter, Randomized, Crossover Study. (Abstract)

Impact of Interactive e-Learning Modules on Appropriateness of Imaging Referrals: A Multicenter, Randomized, Crossover Study. Health care expenditure on diagnostic imaging investigations is increasing, and many tests are ordered inappropriately. Validated clinical decision rules (CDRs) for certain conditions are available to aid in assessing the need for imaging. However, awareness and utilization of CDRs are lacking. This study compared the efficacy and perceived impact of interactive e (...) -learning modules versus static versions of CDRs, for learning about appropriate imaging referrals.A multicenter, randomized, crossover trial was performed; participants were volunteer medical students and recent graduates. In week 1, group 1 received an e-learning module on appropriate imaging referrals for pulmonary embolism; group 2 received PDF versions of relevant CDRs, and an online quiz with feedback. In week 2, the groups crossed over, focusing on imaging referrals for cervical spine trauma

2015 Journal of the American College of Radiology : JACR Controlled trial quality: uncertain

182. E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design (Full text)

E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design Undergraduate nursing students are often confused by multiple understandings of critical thinking. In response to this situation, the Critiique for critical thinking (CCT) project was implemented to provide consistent structured guidance about critical thinking.This paper introduces Critiique software, describes initial validation of the content of this critical thinking tool and explores

2015 Nursing and midwifery studies PubMed abstract

183. E-Learning: some unanswered questions (Full text)

E-Learning: some unanswered questions 26913254 2016 02 25 2018 11 13 1016-1430 29 2015 Medical journal of the Islamic Republic of Iran Med J Islam Repub Iran E-Learning: some unanswered questions. 291 Walsh Kieran K FRCPI, FHEA, BMJ Learning, BMJ Publishing Group. BMA House, Tavistock Square, London WC1H 9JR. kmwalsh@bmjgroup.com. eng Journal Article 2015 11 14 Iran Med J Islam Repub Iran 8910777 1016-1430 2015 05 29 2015 10 25 2016 2 26 6 0 2016 2 26 6 0 2016 2 26 6 1 epublish 26913254

2015 Medical journal of the Islamic Republic of Iran PubMed abstract

184. Telemedicine and E-Learning in a Primary Care Setting in Sudan: The Experience of the Gezira Family Medicine Project (Full text)

Telemedicine and E-Learning in a Primary Care Setting in Sudan: The Experience of the Gezira Family Medicine Project Information and communication technology (ICT) is progressively used in the health sector (e-health), to provide health care in a distance (telemedicine), facilitate medical education (e-learning), and manage patients' information (electronic medical records, EMRs). Gezira Family Medicine Project (GFMP) in Sudan provides a 2-year master's degree in family medicine, with ICT fully

2015 International Journal of Family Medicine PubMed abstract

185. Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system (Full text)

Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system Spaced-repetition and test-enhanced learning are two methodologies that boost knowledge retention. ALERT STUDENT is a platform that allows creation and distribution of Learning Objects named flashcards, and provides insight into student judgments-of-learning through a metric called 'recall accuracy'. This study aims to understand how the spaced-repetition

2015 BMC medical education Controlled trial quality: uncertain PubMed abstract

186. Influence of case-based e-learning on students' performance in point-of-care ultrasound courses: a randomized trial. (Abstract)

Influence of case-based e-learning on students' performance in point-of-care ultrasound courses: a randomized trial. Theoretical knowledge, visual perception, and sensorimotor skills are key elements in ultrasound education. Classroom-based presentations are used routinely to teach theoretical knowledge, whereas visual perception and sensorimotor skills typically require hands-on training (HT). We aimed to compare the effect of classroom-based lectures versus a case-based e-learning (based (...) on clinical cases only) on the hands-on performance of trainees during an emergency ultrasound course.This is a randomized, controlled, parallel-group study. Sixty-two medical students were randomized into two groups [group 1 (G1) and group 2 (G2)]. G1 (n=29) was subjected to a precourse e-learning, based on 14 short screencasts (each 5 min), an on-site discussion (60 min), and a standardized HT session on the day of the course. G2 (n=31) received classroom-based presentations on the day of the course

2015 European journal of emergency medicine : official journal of the European Society for Emergency Medicine

187. Comparison of traditional face-to-face teaching with synchronous e-learning in otolaryngology emergencies teaching to medical undergraduates: a randomised controlled trial. (Abstract)

Comparison of traditional face-to-face teaching with synchronous e-learning in otolaryngology emergencies teaching to medical undergraduates: a randomised controlled trial. Undergraduate otolaryngology teaching in the UK is generally limited primarily due to curriculum time constraints with traditional face-to-face (FtF) teaching being restrained by the limitations of time and location. Advances in network technology have opened up new doors for the delivery of teaching in the form of online (...) learning. This study compares a traditional instructor-led lecture with synchronous e-learning (SeL) using otolaryngological emergencies teaching as an educational intervention. A randomised controlled trial was designed involving two groups of medical students attending an otolaryngology emergencies management lecture: one present FtF and the other viewing the streamed lecture online. The primary outcome measure was improvement between pre-and post-lecture test scores. Secondary outcomes comprised

2015 European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery Controlled trial quality: uncertain

188. Development and assessment of an e-learning course on breast imaging for radiographers: a stratified randomized controlled trial. (Full text)

Development and assessment of an e-learning course on breast imaging for radiographers: a stratified randomized controlled trial. Mammography is considered the best imaging technique for breast cancer screening, and the radiographer plays an important role in its performance. Therefore, continuing education is critical to improving the performance of these professionals and thus providing better health care services.Our goal was to develop an e-learning course on breast imaging (...) ), which were absent in pretest (63% vs 63%; P=.106). The per-protocol analysis showed a higher effect (26 pp vs 2 pp; P<.001), both in students (25 pp vs 3 pp; P=.004) and radiographers (27 pp vs 2 pp; P<.001). Overall, 85% were satisfied with the course, and 88% considered it successful.This e-learning course is effective, especially for radiographers, which highlights the need for continuing education.

2015 Journal of medical Internet research Controlled trial quality: predicted high PubMed abstract

189. Policy-into-practice for rheumatoid arthritis: Randomized controlled trial and cohort study of e-learning targeting improved physiotherapy management. (Full text)

Policy-into-practice for rheumatoid arthritis: Randomized controlled trial and cohort study of e-learning targeting improved physiotherapy management. To examine the effectiveness of a physiotherapy-specific, web-based e-learning platform, "RAP-el," in best-practice management of rheumatoid arthritis (RA) using a single-blind, randomized controlled trial (RCT) and prospective cohort study.Australian-registered physiotherapists were electronically randomized into intervention and control groups

2015 Arthritis care & research Controlled trial quality: predicted high PubMed abstract

190. The effect of an e-learning supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care. (Full text)

The effect of an e-learning supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care. Randomized studies examining the effect of training of mental health professionals in suicide prevention guidelines are scarce. We assessed whether professionals benefited from an e-learning supported Train-the-Trainer programme aimed at the application of the Dutch multidisciplinary suicide prevention guideline.45 psychiatric departments from all over the Netherlands (...) were clustered in pairs and randomized. In the experimental condition, all of the staff of psychiatric departments was trained by peers with an e-learning supported Train-the-Trainer programme. Guideline adherence of individual professionals was measured by means of the response to on-line video fragments. Multilevel analyses were used to establish whether variation between conditions was due to differences between individual professionals or departments.Multilevel analysis showed

2015 Journal of Affective Disorders Controlled trial quality: uncertain PubMed abstract

191. E-learning in Pediatric Basic Life Support: A Randomized Controlled Non-inferiority Study. (Abstract)

E-learning in Pediatric Basic Life Support: A Randomized Controlled Non-inferiority Study. Dissemination of pediatric basic life support (PBLS) skills is recommended. E-learning is accessible and cost-effective, but it is currently unknown whether laypersons can learn PBLS through e-learning. The hypothesis of this study was to investigate whether e-learning PBLS is non-inferior to instructor-led training.Participants were recruited among child-minders and parents of children aged 0-6 years (...) . Participants were randomized to either 2-h instructor-led training or e-learning using an e-learning program (duration 17 min) including an inflatable manikin. After training, participants were assessed in a simulated pediatric cardiac arrest scenario. Tests were video recorded and PBLS skills were assessed independently by two assessors blinded to training method. Primary outcome was the pass rate of the PBLS test (≥8 of 15 skills adequately performed) with a pre-specified non-inferiority margin of 20

2015 Resuscitation Controlled trial quality: uncertain

192. e-Learning in Advanced Life Support - An Evaluation by the Resuscitation Council (UK). (Full text)

e-Learning in Advanced Life Support - An Evaluation by the Resuscitation Council (UK). To descriptively analyse the outcomes following the national roll out of an e-Learning advanced life support course (e-ALS) compared to a conventional 2-day ALS course (c-ALS).Between 1st January 2013 and 30th June 2014, 27,170 candidates attended one of the 1350 Resuscitation Council (UK) ALS courses across the UK. 18,952 candidates were enrolled on a c-ALS course and 8218 on an e-ALS course. Candidates (...) participating in the e-ALS course completed 6-8h of online e-Learning prior to attending the 1 day modified face-to-face course. Candidates participating in the c-ALS course undertook the Resuscitation Council (UK) 2-day face-to-face course. All candidates were assessed by a pre- and post-course MCQ and a practical cardiac arrest simulation (CAS-test). Demographic data were collected in addition to assessment outcomes.Candidates on the e-ALS course had higher scores on the pre-course MCQ (83.7%, SD 7.3

2015 Resuscitation PubMed abstract

193. Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study. (Full text)

Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study. Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health.A mixed methods study using a randomized (...) elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce

2015 BMC medical education Controlled trial quality: uncertain PubMed abstract

194. The effect of e-learning on the quality of orthodontic appliances. (Full text)

The effect of e-learning on the quality of orthodontic appliances. The effect of e-learning on practical skills in medicine has not yet been thoroughly investigated. Today's multimedia learning environment and access to e-books provide students with more knowledge than ever before. The aim of this study is to evaluate the effect of online demonstrations concerning the quality of orthodontic appliances manufactured by undergraduate dental students.The study design was a parallel-group randomized (...) -independent e-learning resources did not increase the outcome quality of the orthodontic appliances. The advantages of e-learning observed in the theoretical fields of medicine were not achieved in the educational procedures for manual skills. Factors other than e-learning may have a higher impact on manual skills, and this should be investigated in further studies.

2015 Advances in medical education and practice Controlled trial quality: uncertain PubMed abstract

195. Web-Based STAR E-Learning Course Increases Empathy and Understanding in Dementia Caregivers: Results from a Randomized Controlled Trial in the Netherlands and the United Kingdom. (Full text)

Web-Based STAR E-Learning Course Increases Empathy and Understanding in Dementia Caregivers: Results from a Randomized Controlled Trial in the Netherlands and the United Kingdom. The doubling of the number of people with dementia in the coming decades coupled with the rapid decline in the working population in our graying society is expected to result in a large decrease in the number of professionals available to provide care to people with dementia. As a result, care will be supplied (...) increasingly by untrained informal caregivers and volunteers. To promote effective care and avoid overburdening of untrained and trained caregivers, they must become properly skilled. To this end, the European Skills Training and Reskilling (STAR) project, which comprised experts from the domains of education, technology, and dementia care from 6 countries (the Netherlands, Sweden, Italy, Malta, Romania, and the United Kingdom), worked together to create and evaluate a multilingual e-learning tool

2015 Journal of medical Internet research Controlled trial quality: uncertain PubMed abstract

196. 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)

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 PubMed abstract

197. 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

198. 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

199. Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit (Full text)

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 PubMed abstract

200. Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction (Full text)

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 PubMed abstract

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