Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review.
Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review.
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远程学习策略持续专业发展（CPD）为农村盟友健康从业人员的有效性：系统评价。
DOI：
10.1186/s12909-017-0949-5
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发表时间：
2017-07-12
影响因子：
3.6
通讯作者：
Gilbert-Hunt S
中科院分区：
文献类型：
--
作者：
Berndt A;Murray CM;Kennedy K;Stanley MJ;Gilbert-Hunt S
在农村地区工作的专职保健人员面临着独特的挑战，往往获得的资源有限。持续专业发展是这些挑战之一，与留住员工有关。远程学习策略在农村专职医疗工作者继续专业发展的有效性尚未得到评估。我们按照PRISMA指南检索了截至2016年9月的17个数据库和灰色文献。包括任何主要研究，重点是专职医疗和远程交付，无论教育主题或研究设计。两名独立评审员提取数据并对选定的研究进行批判性评估。搜索返回了5257个结果。删除重复参考文献后，我们审查了3964篇文章标题和摘要; n = 206似乎可能合格，并通过全文筛选进行了审查; n = 14被纳入。研究发表于1997年至2016年，方法质量各不相同，主要来自澳大利亚，美国和加拿大，重点关注学习者对交付方法的满意度或教育成果的衡量标准。用于提供远程教育的技术包括视频会议、电话会议、基于网络的平台和虚拟现实。早期的论文倾向于更多地关注技术特征，而不是教育成果。一些研究将基于技术的交付与面对面的模式进行了比较，发现满意度和学习成果不相上下。只有三项研究报告了教育干预后的实践变化，尽管有人建议这些结构之间存在联系，但没有一项研究衡量了获得持续专业发展和劳动力保留之间的关系。以技术为基础的教学选择具有很高的实用性，但时间、使用、旅行、地点、成本、互动性、学习成果和教育设计之间复杂的相互关系表明，教育提供者需要进行更复杂的考虑。2016年6月30日在PROSPERO注册：CRD 42016041588。
Allied health professionals working in rural areas face unique challenges, often with limited access to resources. Accessing continuing professional development is one of those challenges and is related to retention of workforce. Effectiveness of distance learning strategies for continuing professional development in rural allied healthcare workers has not been evaluated. We searched 17 databases and the grey literature up to September 2016 following the PRISMA guidelines. Any primary studies were included that focussed on allied health and distance delivery regardless of education topic or study design. Two independent reviewers extracted data and critically appraised the selected studies. The search returned 5257 results. With removal of duplicate references, we reviewed 3964 article titles and abstracts; n = 206 appeared potentially eligible and were scrutinised via full text screening; n = 14 were included. Studies were published between 1997 and 2016, were of varied methodological quality and were predominantly from Australia, USA and Canada with a focus on satisfaction of learners with the delivery method or on measures of educational outcomes. Technologies used to deliver distance education included video conference, teleconference, web based platforms and virtual reality. Early papers tended to focus more on the technology characteristics than educational outcomes. Some studies compared technology based delivery to face to face modes and found satisfaction and learning outcomes to be on par. Only three studies reported on practice change following the educational intervention and, despite a suggestion there is a link between the constructs, none measured the relationship between access to continuing professional development and workforce retention. Technology based options of delivery have a high utility, however the complex inter-relatedness of time, use, travel, location, costs, interactivity, learning outcomes and educational design suggest a need for more sophisticated consideration by educational providers. Registration with PROSPERO 30 June 2016: CRD42016041588.
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影响因子：
15.8
作者：
Moher D;Liberati A;Tetzlaff J;Altman DG;PRISMA Group
通讯作者：
PRISMA Group
影响因子：
1.8
作者：
Gallego, Gisselle;Chedid, Rebecca Jean;Brentnall, Jennie
通讯作者：
Brentnall, Jennie
影响因子：
7.4
作者：
Maloney, Stephen;Haas, Romi;Haines, Terry
通讯作者：
Haines, Terry
影响因子：
--
作者：
Bent, A
通讯作者：
Bent, A
影响因子：
1.4
作者：
Bailey, (Isobel) Ruth;Bell, Karen;Pawar, Manohar
通讯作者：
Pawar, Manohar