Author, year and country | Design and data collection | Study purpose & participants | CPD topic | Outcome measures | Results |
---|---|---|---|---|---|
Bailey et al. 2005 [30] Australia | Service review (audit) Data collection method NR | AHPs Evaluate VC as a learning method Rural | Child development | Knowledge and clinical process | VC improved access to professional supports from metropolitan team; networking; knowledge in developmental disability and learning difficulties; enhancement of clinical processes |
Bynum et al. 2010 [31] USA | Single arm post-test Self-report Likert scale | Total 44,989 with 3230 AHPs Evaluate satisfaction with education program using VC Rural | Varied, needs driven | Satisfaction with program length, presentation, effectiveness & convenience of technology. Satisfaction with impact on patient care | Rural participants reported highest satisfaction with technology convenience (p < 0.01), predictors of program satisfaction were program year, male (p < 0.01), African American (p < 0.01), healthcare discipline (nursing), community size (smallest) and travel mileage from originating site. Women (p < 0.01), Hispanics (p < 0.01) and dental professionals (p < 0.01) recorded greater increases in knowledge, and needs match. Multiple regression showed combined variables of program year, gender, ethnicity, healthcare discipline, home community size, and travel mileage to training site were significant predictors of program satisfaction, accounting for 5% of the variance (R2 = 0.05, p < 0.01). The strongest single predictor of satisfaction was program year |
Dennis et al. 2010 [32] USA | Longitudinal cohort Self-reported pre-and post-Likert scale and end-of-year reflections | 132 AHPs Evaluate learning from VC structured discussions Rural | Needs based journal club - critical appraisal | Critical appraisal skills; access to research and implementation | Access to research pre-to post 2006 to 2009 change of 3.10 to 3.88; critical appraisal skills change of 2.80 to 3.76; implementation change of 3.09 to 3.98 |
DuBose et al. 1997 [27] USA | Cross sectional cohort Examination and satisfaction evaluation (5 point Likert scale) | 31 medical sonographers Evaluate education program comparing VC and FTF Rural and metro | Sonographic anatomy | Knowledge by rural versus classroom; overall; level of experience of participants & satisfaction | Students in remote sites did as well as those in classroom (p > 0.05), more years of experience had a small significant effect (p < 0.05, R2 = 0.42); satisfaction evaluation was generally good (mean 3.7, range 4.9 to 2.7). However, significant difference in satisfaction between rural and classroom (p < 0.05) with rural indicating feelings of isolation from other students and instructor. |
Ducat et al. 2014 [20] Australia | Descriptive Qualitative Semi-structured interviews | 42 AHPs Evaluate education program using blended delivery (TC, VC, FTF) Rural and remote | 8 domains in line with the Allied Health Capability framework | Enablers and barriers | Barriers: Competing time demands; clinical work takes precedence; difficulty accessing the equipment for VC participation. Enablers: Access to VC was cost effective; no need for travel; efficiencies with staff time. |
Evans & Sachs 2000 [28] USA | Cross sectional cohort Pre-and post-knowledge assessment with follow-up survey | 378 sonographers Evaluate a TC with an expert panel Rural and urban | Ultrasound equipment developments | Satisfaction; relevance; knowledge | Overall satisfaction mean 4.5 (SD 0.60); relevance mean 4.55 (SD 0.61); between groups (managers and radiologic technologists) difference in satisfaction (p = 0.02) and relevance (p = 0.01); no gender differences in satisfaction p = 0.72 or relevance p = 0.94; satisfaction and relevance were correlated p < 0.001; knowledge scores improved from 85% to 95% |
Fahey et al. 2003 [38] Australia | Cross sectional cohort Post session evaluation, surveys and interviews | 38 AHPs Evaluate 12 session VC program Rural | Child psychological development | Knowledge; changes to practice; satisfaction with technology | Questionnaires: 80% felt the sessions were informative and self-report practice change would occur; 86% comfortable with technology; 12% discomfort; several stated ‘nothing replaces person in the room’. 80% rated online medium as excellent or very good, 1% unsatisfactory / poor. Acceptance consistently high from session 5 onward. Interviews (n = 16): 11 reported gains in knowledge in developmental frameworks and actual change in history taking & assessment; managers reported observed increased ability to spot problems; Networking was valued. |
Maloney et al. 2011 [33] Australia | Head-to-head randomised trial Electronic survey for self-reported (Likert scale) satisfaction and self-reported change in practice, 1 h knowledge test, assignment | 166 AHPs (attrition brought the final number to 96) Compare 1 day FTF workshop including video and written supports with web-based delivery over 4 weeks with discussion boards Rural and urban | Falls prevention using exercise | Participant reaction; knowledge; change in behaviour | Satisfaction content & relevance no difference (p = 0.75); satisfaction course facilitation & support no difference (p = 0.25); web group spent more time on compulsory & additional learning materials (p = 0.002); knowledge and assignment comparable between web and FTF (p = 0.07, p = 0.61); change in practice same (p = 0.89); difference in practice change between groups: web group changes in motivational interviewing while FTF changed exercise prescription. Both changed in assessment. Comfort with web based learning improved from 24% apprehensive to 80% willing to do another web based program. |
Miller et al. 2008 [39] Canada | Non-equivalent control group design Self-reported pre-test and post-test and follow up survey for feedback using 5 point Likert scale, yes & no and open ended questions | 44 AHPs Compare 1 day FTF workshop with VC delivered simultaneously Remote | Training in scoring guidelines for stroke assessment | Effectiveness acceptability & monetary costs | VC performed as well as FTF on pre-post-test of competency in scoring stroke assessment. Significant change in both groups between pre and post test scores p = 0.001) (i.e. learning occurred). 33% of FTF group thought training was excellent compared with 8% in VC group. Satisfaction in mode of participation was the same across both groups - the presence of the VC in the room did seem to impact the experience for the FTF attenders (i.e. reluctant to speak out as wanted to give VC chance to speak). VC was more cost effective |
Nipp et al. 2014 [35] USA | quasi-experimental cohort Pre-and post-knowledge tests and follow up survey for practice change | 28 AHPs Evaluate 5 continuing education modules delivered online Rural | Low vision assessment and treatment | Knowledge pre-and post-test; knowledge by years of practice experience | Change in knowledge was significant (p = 0.01). On follow up 73.7% indicated they consistently considered vision when planning treatment; 50% reported often screen for vision now and 15/19 participants now consider environment & vision. However, 63.2% did not use any of the screening assessments covered; 78% reported increase in comfort levels for providing interventions for low vision including increased activity visibility, increased contrast & organisation of work stations. |
Ray et al. 2014 [36] Australia | Cross-sectional cohort Electronic survey using self-report Likert scales | Total 101, AHPs 20 Evaluate VCs with experts delivered monthly for 16 months Rural | 16 Palliative care (PC) topics | Content usefulness, confidence of palliative care delivery & influence on practice | Content usefulness: significant difference in ratings between AHPs and MDs/students (p = 0.018) and nurses (p = 0.018); AHPs found content less useful than MDs and nurses. Practice location, years of working and number of clients seen were not significant. Confidence: AHP significantly lower confidence in topics than both nurses (p = 0.008) and MDs (p = 0.013); Overall confidence improved mean 0.54 (SD 0.46). Those who had more palliative care clients were more confident but years of experience had no effect. Change in confidence greater in those with no previous education than those with post-grad (p = 0.44) and short course experience (p = .014). |
Shade & Barber 2004 [37] USA | Cohort Electronic survey after each course | 58 AHPs Evaluate an adaptation of FTF education to online and video courses with peer support discussions Rural | Individualised gerontology instruction | Knowledge; satisfaction; ease of use; content, usefulness and application | Reported ‘average’ computer skills on program completion; high speed internet was an advantage. Not all course content translated easily to online environment; time consuming to design interactive experiences to compensate for no live facilitator; topics that were time-sensitive took effort to maintain but more static material was easier. Participants working together from a single agency enriched the learning experience and learner interaction. |
Steed 2008 [29] USA | Mixed method case series Electronic survey after experience using Likert scale and open-ended questions | 7 OTs Evaluate second life virtual reality as a learning method Rural and remote | Cultural competency | Attitudes about clients from a different culture perception of learning environment | 4 themes: sense of presence - embodiment as an African American; Sense of co-presence - self in the environment with others; place presence - natural engagement supporting visual and kinaesthetic learning styles; sense of play - learning through fun - authentic and goal oriented. |
Warugaba et al. 2016 [34] Rwanda | Cohort study Electronic survey after the education program | Total 38 completed: 17 were AHPs Evaluate an adaptation of a massive open online course including FTF support Rural and remote | Global health | Attendance at in-person classes; use of online forum, number of quizzes taken, time required, opinions whether course helps work and career advancement & learning | 10 / 20 completers used online forums, 18 did up to 7 quizzes; 16 course was helpful to work, 18 course contributes to career advancement; 16 spend 2–5 h a week on course. Relationship between attendance at in-person classes and course completion statistically significant (p = 0.013). |