TY - JOUR
T1 - The effectiveness of a clinically integrated e-learning course in evidence-based medicine: A cluster randomised controlled trial
AU - Kulier, Regina
AU - Coppus, SF
AU - Zamora, Javier
AU - Hadley, Julie
AU - Malick, Sadia
AU - Das, K
AU - Weinbrenner, S
AU - Meyerrose, B
AU - Decsi, T
AU - Horvath, AR
AU - Nagy, E
AU - Emparanza, Jose
AU - Arvanitis, Theodoros
AU - Burls, A
AU - Cabello, JB
AU - Kaczor, M
AU - Zanrei, G
AU - Pierer, K
AU - Stawiarz, K
AU - Kunz, R
AU - Mol, BWJ
AU - Khan, Khalid
PY - 2009/5/12
Y1 - 2009/5/12
N2 - BACKGROUND: To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduates compared to a traditional lecture-based course of equivalent content. METHODS: We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM) were compared between the clinically integrated e-learning course (intervention) and the traditional lecture based course (control). We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). RESULTS: There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group). The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI -2.7 to 9.8, p=0.27). The attitudinal changes were similar for both groups. CONCLUSION: A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. The trial has been registered with the Australian New Zealand Trials registry. Trial registration number: ACTRN12609000022268.
AB - BACKGROUND: To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduates compared to a traditional lecture-based course of equivalent content. METHODS: We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM) were compared between the clinically integrated e-learning course (intervention) and the traditional lecture based course (control). We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). RESULTS: There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group). The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI -2.7 to 9.8, p=0.27). The attitudinal changes were similar for both groups. CONCLUSION: A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. The trial has been registered with the Australian New Zealand Trials registry. Trial registration number: ACTRN12609000022268.
U2 - 10.1186/1472-6920-9-21
DO - 10.1186/1472-6920-9-21
M3 - Article
C2 - 19435520
VL - 9
JO - BMC Medical Education
JF - BMC Medical Education
M1 - 21
ER -