Nicoll Pam, MacRury Sandra, van Woerden Hugo C, Smyth Keith
National Health Service Education for Scotland, Inverness, United Kingdom.
University of the Highlands and Islands, Inverness, United Kingdom.
J Med Internet Res. 2018 Apr 11;20(4):e131. doi: 10.2196/jmir.9085.
Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals.
We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies.
This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers.
The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories.
There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.
技术增强型学习（TEL）项目越来越被视为变革医护专业人员教育的途径，即使在存在时间或地理障碍的情况下，也能提供有效的持续学习和培训。鉴于对医护人员这种教育支持模式的日益重视，我们能够有效评估和衡量其影响以确保TEL项目有效且符合目的至关重要。本文首次审视了与医护专业人员TEL项目评估相关的现有证据基础。
我们对与医护专业人员TEL项目评估相关的当前文献进行了系统综述，并对研究质量进行了批判性评价。
本综述采用特定的搜索标准来识别包括对医护专业人员TEL评估的研究。搜索的数据库包括2006年1月至2017年1月期间的Medline Ovid、护理及相关健康文献累积索引升级版、应用社会科学索引与摘要、ZETOC、电气和电子工程师协会数字图书馆、补充与替代医学以及教育资源信息中心。另外还对参考文献列表中的相关文章进行了手工搜索。使用克劳批判性评价工具对每项识别出的研究进行质量批判性评价。这种方法得出了每项研究在特定类别中的总分百分比。一部分研究由另外两名评审员独立评估。
该综述识别出21项符合纳入标准的研究。纳入的研究在八个类别中的总得分在37%至95%之间，平均得分为68%。发现使用学习者满意度调查来衡量TEL，或结合前测和后测知识得分测试与学习者满意度调查的研究是文献中最常见的TEL评估类型。所审查的研究在伦理问题、设计和数据收集类别的报告中得分较低。
仍然需要开发有效和标准的TEL评估工具，以及描述对医护专业人员TEL教育进行有效评估的高质量研究。研究往往未能提供足够的细节来支持可转移性或指导未来的TEL医护教育项目。
