Long-term impact of four different strategies for delivering an on-line curriculum about herbs and other dietary supplements.
Long-term impact of four different strategies for delivering an on-line curriculum about herbs and other dietary supplements.
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DOI：
10.1186/1472-6920-6-39
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发表时间：
2006-08-07
影响因子：
3.6
通讯作者：
Woods, Charles
中科院分区：
文献类型：
--
作者：
Beal, Tiffany;Kemper, Kathi J;Woods, Charles
背景技术背景：以前的研究表明，互联网教育可以导致临床医生的知识，信心和沟通实践的短期改善。我们希望更好地了解这些改进的持续时间，以及不同的课程交付策略是否影响这些improvements.METHODS：如前所述，我们进行了一项随机对照试验，比较四种不同的策略，提供一个电子课程有关草药和其他膳食补充剂（HDS）的临床医生。这四种策略是通过以下方式提供课程：a）10周内的电子邮件; B）一周内的电子邮件; c）10周内的网站; d）一周内的网站。参与者在基线、课程结束后立即和完成课程后6-10个月（长期）接受调查。长期结果集中在临床医生的知识，信心和沟通practices.RESULTS：780临床医生谁完成了课程，385（49%）完成了长期调查。长期调查的完成者和未完成者在基线时具有相似的人口统计学和专业特征。从基线到长期随访，在知识、信心和沟通实践方面有统计学上的显着改善;这些改善并不因课程交付策略而异。知识得分从基线的67.7 +/- 10.3提高到长期随访的78.8 +/- 12.3（P < 0.001）。置信度评分从基线时的53.7 +/- 17.8改善至长期随访时的66.9 +/- 12.0（P < 0.001）;沟通评分从基线时的2.6 +/- 1.9改善至3.6 +/- 2.1结论：无论采用何种教学策略，这一电子课程都能显著和持续地提高临床医生对HDS的专业知识。未来的研究应该比较必修课与选修课的影响，以及自我报告与客观的行为改变措施。
BACKGROUND: Previous research has shown that internet education can lead to short-term improvements in clinicians' knowledge, confidence and communication practices. We wished to better understand the duration of these improvements and whether different curriculum delivery strategies differed in affecting these improvements.METHODS: As previously described, we conducted a randomized control trial comparing four different strategies for delivering an e-curriculum about herbs and other dietary supplements (HDS) to clinicians. The four strategies were delivering the curriculum by: a) email over 10 weeks; b) email within one week; c) web-site over 10 weeks; d) web-site within one week. Participants were surveyed at baseline, immediately after the course and 6-10 months after completing the course (long-term). Long-term outcomes focused on clinicians' knowledge, confidence and communication practices.RESULTS: Of the 780 clinicians who completed the course, 385 (49%) completed the long-term survey. Completers and non-completers of the long-term survey had similar demographics and professional characteristics at baseline. There were statistically significant improvements from baseline to long-term follow-up in knowledge, confidence and communication practices; these improvements did not differ by curriculum delivery strategy. Knowledge scores improved from 67.7 +/- 10.3 at baseline to 78.8 +/- 12.3 at long-term follow-up (P < 0.001). Confidence scores improved from 53.7 +/- 17.8 at baseline to 66.9 +/- 12.0 at long term follow-up (P < 0.001); communication scores improved from 2.6 +/- 1.9 at baseline to 3.6 +/- 2.1 (P < 0.001) at long-term follow-up.CONCLUSION: This e- curriculum led to significant and sustained improvements in clinicians' expertise about HDS regardless of the delivery strategy. Future studies should compare the impact of required vs. elective courses and self-reported vs. objective measures of behavior change.