Department of Nursing & Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK.
Learning and Teaching Academy, University of the Highlands and Islands, An Lòchran, Inverness Campus, Inverness, IV2 5NA, UK.
Syst Rev. 2021 Sep 21;10(1):252. doi: 10.1186/s13643-021-01781-8.
Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick's Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results.
MEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis.
We identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education.
Future emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics.
This systematic review is based on a protocol registered with PROSPERO ( CRD42018115378 ).
痴呆症的患病率在全球范围内呈上升趋势，但有证据表明，卫生和社会保健从业人员在痴呆症专业知识方面存在差距。技术教育模式可能与传统教育同样有效，并能使从业人员更容易获得痴呆症培训。基于数字的痴呆症教育的好处已经确立，包括影响痴呆症知识和护理态度的教学策略。本综述旨在评估和综合评估评估卫生和社会保健从业人员的技术支持的痴呆症教育的当代实验证据。基于柯克帕特里克模型的结果包括学习者满意度；知识、技能和态度；行为；和结果。
MEDLINE、CINAHL 和 Web of Science 等 8 个文献数据库从 2005 年 1 月到 2020 年 2 月进行了搜索。关键词包括痴呆症和教育（以及技术教育、学习或培训模式的术语）。我们包括了实验和准实验研究。医学教育研究质量工具确定了纳入研究的整体质量，混合方法评价工具的实用应用确定了个别研究的质量，并突出了教育研究的方法学特征。由于异质的结果数据，无法进行荟萃分析，因此进行了叙述性综合。
我们确定了 21 项相关研究：16 项评估了在线痴呆症教育，5 项评估了基于计算机的方法。大多数研究采用前后设计，总体研究质量中等。大多数研究报告了基于知识的结果，培训干预有统计学意义的发现。在测量技能和态度变化的研究中也观察到了积极的影响。由于培训，关于行为改变和结果的研究报告较少有显著发现。基于案例的教学是在线痴呆症教育中经常描述的教学策略，视频是常见的信息传递模式。基于计算机的痴呆症教育中描述了 CD-ROM 培训和模拟活动。
未来必须重视技术支持的痴呆症教育中的教学方法，这些方法应该与角色相关，并纳入主动和互动的学习策略。未来的评估将需要具有上下文相关性的研究方法，以解决这些复杂的教育计划和多组件特征带来的挑战。
本系统评价基于在 PROSPERO（CRD42018115378）注册的方案。
