Centre of Population Health Services (CePHeS), Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore.
Institute of Epidemiology and Preventive Medicine, Regensburg University, Franz-Josef-Strauss-Allee 11, 93053, Regensburg, Germany.
Syst Rev. 2018 May 17;7(1):75. doi: 10.1186/s13643-018-0739-0.
There will be a lack of 18 million healthcare workers by 2030. Multiplying the number of well-trained healthcare workers through innovative ways such as eLearning is highly recommended in solving this shortage. However, high heterogeneity of learning outcomes in eLearning systematic reviews reveals a lack of consistency and agreement on core learning outcomes in eLearning for medical education. In addition, there seems to be a lack of validity evidence for measurement instruments used in these trials. This undermines the credibility of these outcome measures and affects the ability to draw accurate and meaningful conclusions. The aim of this research is to address this issue by determining the choice of outcomes, measurement instruments and the prevalence of measurement instruments with validity evidence in randomised trials on eLearning for pre-registration medical education.
We will conduct a systematic mapping and review to identify the types of outcomes, the kinds of measurement instruments and the prevalence of validity evidence among measurement instruments in eLearning randomised controlled trials (RCTs) in pre-registration medical education. The search period will be from January 1990 until August 2017. We will consider studies on eLearning for health professionals' education. Two reviewers will extract and manage data independently from the included studies. Data will be analysed and synthesised according to the aim of the review.
Appropriate choice of outcomes and measurement tools is essential for ensuring high-quality research in the field of eLearning and eHealth. The results of this study could have positive implications for other eHealth interventions, including (1) improving quality and credibility of eLearning research, (2) enhancing the quality of digital medical education and (3) informing researchers, academics and curriculum developers about the types of outcomes and validity evidence for measurement instruments used in eLearning studies. The protocol aspires to assist in the advancement of the eLearning research field as well as in the development of high-quality healthcare professionals' digital education.
PROSPERO CRD42017068427.
到 2030 年，医疗保健人员将短缺 1800 万人。通过 eLearning 等创新方式来增加受过良好培训的医疗保健人员数量是非常值得推荐的。然而，电子学习系统评价中学习成果的高度异质性表明，电子学习在医学教育中的核心学习成果缺乏一致性和共识。此外，这些试验中使用的测量工具似乎缺乏有效性证据。这削弱了这些结果测量的可信度，并影响了得出准确和有意义结论的能力。本研究旨在通过确定预注册医学教育中电子学习随机试验的结果选择、测量工具和有效性证据的测量工具的流行程度来解决这一问题。
我们将进行系统的映射和综述，以确定预注册医学教育中电子学习随机对照试验（RCT）中结果类型、测量工具种类和有效性证据的测量工具的流行程度。搜索期为 1990 年 1 月至 2017 年 8 月。我们将考虑卫生专业人员教育的电子学习研究。两名审查员将独立地从纳入的研究中提取和管理数据。将根据综述的目的对数据进行分析和综合。
适当的结果和测量工具的选择对于确保电子学习和电子健康领域的高质量研究至关重要。本研究的结果可能对其他电子健康干预措施产生积极影响，包括：（1）提高电子学习研究的质量和可信度；（2）提高数字医学教育的质量；（3）为电子学习研究中使用的测量工具的结果和有效性证据提供信息，为研究人员、学者和课程开发者提供信息。本方案旨在协助推进电子学习研究领域以及高质量医疗保健专业人员的数字教育的发展。
PROSPERO CRD42017068427。
