Information and Communication Technologies for the Dissemination of Clinical Practice Guidelines to Health Professionals: A Systematic Review.
Information and Communication Technologies for the Dissemination of Clinical Practice Guidelines to Health Professionals: A Systematic Review.
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DOI：
10.2196/mededu.6288
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发表时间：
2016-11-30
影响因子：
3.6
通讯作者：
Brosseau L
中科院分区：
文献类型：
--
作者：
De Angelis G;Davies B;King J;McEwan J;Cavallo S;Loew L;Wells GA;Brosseau L
将研究知识转化为临床实践对于研究人员来说是一个持续的挑战。网站和电子邮件等信息和通信技术已成为向卫生专业人员传播证据的流行工具。本系统评价的目的是确定有关卫生专业人员对信息和通信技术的感知可用性和实践行为变化的研究，以传播临床实践指南。我们使用系统方法来检索和提取相关研究的数据。我们确定了 2248 条引用，其中 21 项研究符合纳入标准； 20 项研究为随机对照试验，1 项为对照临床试验。评估了以下信息和通信技术：网站（5 项研究）、计算机软件（3 项研究）、基于网络的研讨会（2 项研究）、计算机化决策支持系统（2 项研究）、电子教育游戏（1 项研究）、电子邮件（2 项研究）以及至少由一项信息和通信技术组成部分组成的多方面干预措施（6 项研究）。网站研究表明，在感知有用性和感知易用性方面有显着改善，但在知识、减少障碍和使用临床实践指南的意图方面却没有显着改善。计算机软件研究表明，感知有用性显着提高，但知识和技能却没有显着提高。基于网络的研讨会和电子邮件研究表明，知识、感知有用性和技能都有显着提高。电子教育游戏干预表明，12 周和 24 周后，知识水平较基线有了显着提高。计算机决策支持系统研究证明了技能改进的不同结果。多方面的干预措施表明，人们对能力的信念、感知的有用性和使用临床实践指南的意愿有了显着改善，但在技能的改进方面却存在不同的结果。大多数多方面的研究都证明了知识的显着提高。研究结果表明，卫生专业人员感知的可用性和实践行为变化因信息和通信技术的类型而异。由于信息和通信技术作为传播临床实践指南的知识转化策略的有效性，异质性和缺乏适当进行的研究无法对研究和结论进行明确的比较。
The transfer of research knowledge into clinical practice can be a continuous challenge for researchers. Information and communication technologies, such as websites and email, have emerged as popular tools for the dissemination of evidence to health professionals. The objective of this systematic review was to identify research on health professionals’ perceived usability and practice behavior change of information and communication technologies for the dissemination of clinical practice guidelines. We used a systematic approach to retrieve and extract data about relevant studies. We identified 2248 citations, of which 21 studies met criteria for inclusion; 20 studies were randomized controlled trials, and 1 was a controlled clinical trial. The following information and communication technologies were evaluated: websites (5 studies), computer software (3 studies), Web-based workshops (2 studies), computerized decision support systems (2 studies), electronic educational game (1 study), email (2 studies), and multifaceted interventions that consisted of at least one information and communication technology component (6 studies). Website studies demonstrated significant improvements in perceived usefulness and perceived ease of use, but not for knowledge, reducing barriers, and intention to use clinical practice guidelines. Computer software studies demonstrated significant improvements in perceived usefulness, but not for knowledge and skills. Web-based workshop and email studies demonstrated significant improvements in knowledge, perceived usefulness, and skills. An electronic educational game intervention demonstrated a significant improvement from baseline in knowledge after 12 and 24 weeks. Computerized decision support system studies demonstrated variable findings for improvement in skills. Multifaceted interventions demonstrated significant improvements in beliefs about capabilities, perceived usefulness, and intention to use clinical practice guidelines, but variable findings for improvements in skills. Most multifaceted studies demonstrated significant improvements in knowledge. The findings suggest that health professionals’ perceived usability and practice behavior change vary by type of information and communication technology. Heterogeneity and the paucity of properly conducted studies did not allow for a clear comparison between studies and a conclusion on the effectiveness of information and communication technologies as a knowledge translation strategy for the dissemination of clinical practice guidelines.