Verville Leslie, Dc Pierre Côté, Grondin Diane, Dc Silvano Mior, Kay Robin
J Chiropr Educ. 2021 Mar 1;35(1):95-105. doi: 10.7899/JCE-19-18.
To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members.
Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool.
Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool.
Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge.
开发一种在线交互式教育工具，向加拿大一所脊椎按摩疗法学院的教员提供循证临床实践指南。其次，在脊椎按摩疗法教员样本中评估该工具的学习、设计和参与度构建。
使用综合知识转化方法和知识到行动框架，我们开发了一种循证在线学习工具。该工具的背景聚焦于颈部疼痛管理的临床实践指南。我们使用学生学习对象评估量表，在教员和住院医师样本中评估学习、设计和参与度构建。参与者还被要求提供改进该工具的建议。
16名参与者完成了评估。大多数（68.8%）参与者是脊椎按摩治疗师，75%为男性，56%年龄在25至44岁之间。至少75%的参与者认为学习工具的学习、设计和参与度构建是充分的。开放式建议揭示了该工具中与多媒体、思维技能和学习者控制相关的3个教学主题，这些主题可从进一步开发中受益。这些主题为改进该工具提供了建议。
我们的在线交互式模块学习工具具有良好的教学特性。需要进一步研究以确定其使用是否与知识变化相关。
