TY - JOUR AU - De Angelis, Gino AU - Davies, Barbara AU - King, Judy AU - McEwan, Jessica AU - Cavallo, Sabrina AU - Loew, Laurianne AU - Wells, A. George AU - Brosseau, Lucie PY - 2016/11/30 TI - Information and Communication Technologies for the Dissemination of Clinical Practice Guidelines to Health Professionals: A Systematic Review JO - JMIR Med Educ SP - e16 VL - 2 IS - 2 KW - health information technologies KW - electronic mail KW - email KW - Web 2.0 KW - practice guidelines KW - health professions KW - information dissemination N2 - Background: 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. Objective: 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. Methods: 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). Results: 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. Conclusions: 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. UR - http://mededu.jmir.org/2016/2/e16/ UR - http://dx.doi.org/10.2196/mededu.6288 UR - http://www.ncbi.nlm.nih.gov/pubmed/27903488 ID - info:doi/10.2196/mededu.6288 ER - TY - JOUR AU - Barnett, Stephen AU - Jones, C. Sandra AU - Bennett, Sue AU - Iverson, Don AU - Robinson, Laura PY - 2016/08/18 TI - A Virtual Community of Practice for General Practice Training: A Preimplementation Survey JO - JMIR Med Educ SP - e13 VL - 2 IS - 2 KW - medical informatics KW - e-learning KW - virtual communities of practice N2 - Background: Professional isolation is an important factor in low rural health workforce retention. Objective: The aim of this study was to gain insights to inform the development of an implementation plan for a virtual community of practice (VCoP) for general practice (GP) training in regional Australia. The study also aimed to assess the applicability of the findings of an existing framework in developing this plan. This included ascertaining the main drivers of usage, or usefulness, of the VCoP for users and establishing the different priorities between user groups. Methods: A survey study, based on the seven-step health VCoP framework, was conducted with general practice supervisors and registrars?133 usable responses; 40% estimated response rate. Data was analyzed using the t test and the chi-square test for comparisons between groups. Factor analysis and generalized linear regression modeling were used to ascertain factors which may independently predict intention to use the VCoP. Results: In establishing a VCoP, facilitation was seen as important. Regarding stakeholders, the GP training provider was an important sponsor. Factor analysis showed a single goal of usefulness. Registrars had a higher intention to use the VCoP (P<.001) and to perceive it as useful (P<.001) than supervisors. Usefulness independently predicted intention to actively use the VCoP (P<.001). Regarding engagement of a broad church of users, registrars were more likely than supervisors to want allied health professional and specialist involvement (P<.001). A supportive environment was deemed important, but most important was the quality of the content. Participants wanted regular feedback about site activity. Regarding technology and community, training can be online, but trust is better built face-to-face. Supervisors were significantly more likely than registrars to perceive that registrars needed help with knowledge (P=.01) and implementation of knowledge (P<.001). Conclusions: Important factors for a GP training VCoP include the following: facilitation covering administration and expertise, the perceived usefulness of the community, focusing usefulness around knowledge sharing, and overcoming professional isolation with high-quality content. Knowledge needs of different users should be acknowledged and help can be provided online, but trust is better built face-to-face. In conclusion, the findings of the health framework for VCoPs are relevant when developing an implementation plan for a VCoP for GP training. The main driver of success for a GP training VCoP is the perception of its usefulness by participants. Overcoming professional isolation for GP registrars using a VCoP has implications for training and retention of health workers in rural areas. UR - http://mededu.jmir.org/2016/2/e13/ UR - http://dx.doi.org/10.2196/mededu.5318 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731864 ID - info:doi/10.2196/mededu.5318 ER - TY - JOUR AU - Dion, Maxime AU - Diouf, Thiab Ndeye AU - Robitaille, Hubert AU - Turcotte, Stéphane AU - Adekpedjou, Rhéda AU - Labrecque, Michel AU - Cauchon, Michel AU - Légaré, France PY - 2016/12/19 TI - Teaching Shared Decision Making to Family Medicine Residents: A Descriptive Study of a Web-Based Tutorial JO - JMIR Med Educ SP - e17 VL - 2 IS - 2 KW - decision making KW - patient participation KW - education, medical, graduate KW - educational measurement KW - program evaluation KW - computer-assisted instruction N2 - Background: DECISION+2, a Web-based tutorial, was designed to train family physicians in shared decision making (SDM) regarding the use of antibiotics for acute respiratory infections (ARIs). It is currently mandatory for second-year family medicine residents at Université Laval, Quebec, Canada. However, little is known about how such tutorials are used, their effect on knowledge scores, or how best to assess resident participation. Objective: The objective of our study was to describe the usage of this Web-based training platform by family medicine residents over time, evaluate its effect on their knowledge scores, and identify what kinds of data are needed for a more comprehensive analysis of usage and knowledge acquisition. Methods: We identified, collected, and analyzed all available data about participation in and current usage of the tutorial and its before-and-after 10-item knowledge test. Residents were separated into 3 log-in periods (2012-2013, 2013-2014, and 2014-2015) depending on the day of their first connection. We compared residents? participation rates between entry periods (Cochran-Armitage test), assessed the mean rank of the difference in total scores and category scores between pre- and posttest (Wilcoxon signed-rank test), and compared frequencies of each. Subsequent to analyses, we identified types of data that would have provided a more complete picture of the usage of the program and its effect on knowledge scores. Results: The tutorial addresses 3 knowledge categories: diagnosing ARIs, treating ARIs, and SDM regarding the use of antibiotics for treating ARIs. From July 2012 to July 2015, all 387 second-year family medicine residents were eligible to take the Web-based tutorial. Out of the 387 eligible residents, 247 (63.8%) logged in at least once. Their participation rates varied between entry periods, most significantly between the 2012-2013 and 2013-2014 cohorts (P=.006). For the 109 out of 387 (28.2%) residents who completed the tutorial and both tests, total and category scores significantly improved between pre- and posttest (all P values <.001). However, the frequencies of those answering correctly on 2 of the 3 SDM questions did not increase significantly (P>.99, P=.25). Distribution of pre- or posttest total and category scores did not increase between entry periods (all P values >.1). Available data were inadequate for evaluating the associations between the tutorial and its impact on the residents? scores and therefore could tell us little about its effect on increasing their knowledge. Conclusion: Residents? use of this Web-based tutorial appeared to increase between entry periods following the changes to the SDM program, and the tutorial seemed less effective for increasing SDM knowledge scores than for diagnosis or treatment scores. However, our results also highlight the need to improve data availability before participation in Web-based SDM tutorials can be properly evaluated or knowledge scores improved. UR - http://mededu.jmir.org/2016/2/e17/ UR - http://dx.doi.org/10.2196/mededu.6442 UR - http://www.ncbi.nlm.nih.gov/pubmed/27993760 ID - info:doi/10.2196/mededu.6442 ER - TY - JOUR AU - Bull, Preston Tyler AU - Dewar, Roxanne Alexis AU - Malvey, M. Donna AU - Szalma, Leo James PY - 2016/07/08 TI - Considerations for the Telehealth Systems of Tomorrow: An Analysis of Student Perceptions of Telehealth Technologies JO - JMIR Med Educ SP - e11 VL - 2 IS - 2 KW - telehealth systems KW - younger adults KW - telehealth advantages KW - telehealth disadvantages KW - thematic analysis N2 - Background: While much is known about factors that facilitate telehealth adoption, less is known about why adoption does or does not occur in specific populations, such as students. Objective: This study aims to examine the perceptions of telehealth systems within a large student sample. Methods: Undergraduate students (N=315) participated in a survey of the perceived advantages and disadvantages of telehealth technologies. The responses to the survey were analyzed using thematic analysis. Results: We found that students were likely to adopt telehealth systems for the following reasons: (1) the system worked efficiently, (2) the convenience of telehealth, and (3) to gain access to health services. Students also perceived several disadvantages to telehealth systems, such as issues of trust (ie, security, privacy), the impersonal nature of telehealth systems, and they were concerned about the potential for major system errors. Conclusion: By understanding the current barriers to telehealth adoption in a cohort of students, we can not only better anticipate the future needs of this group, but also incorporate such needs into the design of future telehealth systems. UR - http://mededu.jmir.org/2016/2/e11/ UR - http://dx.doi.org/10.2196/mededu.5392 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731865 ID - info:doi/10.2196/mededu.5392 ER - TY - JOUR AU - Daruwalla, J. Zubin AU - Loh, L. Jing AU - Dong, Chaoyan PY - 2016/08/09 TI - Spaced Education and the Importance of Raising Awareness of the Personal Data Protection Act: A Medical Student Population-Based Study JO - JMIR Med Educ SP - e12 VL - 2 IS - 2 KW - medical education KW - MyDoc KW - Personal Data Protection Act KW - secure messaging KW - spaced education KW - telehealth KW - telemedicine N2 - Background: The Personal Data Protection Act (PDPA) of Singapore was first passed in 2012, with subsequent enforcement regulations effective in 2014. Although medical education via digital platforms is not often used in medical schools in Singapore as of yet, many current means of communication at all levels in the medical community from medical schools to clinics to hospitals are unsecure and noncompliant with the PDPA. Objective: This pilot study will assess the effectiveness of MyDoc, a secure, mobile telehealth application and messaging platform, as an educational tool, secure communications tool, and a tool to raise awareness of the PDPA. Methods: By replacing current methods of communication with MyDoc and using weekly clinical case discussions in the form of unidentifiable clinical photos and questions and answers, we raised awareness the PDPA among medical students and gained feedback and determined user satisfaction with this innovative system via questionnaires handed to 240 medical students who experienced using MyDoc over a 6-week period. Results: All 240 questionnaires were answered with very positive and promising results, including all 100 students who were not familiar with the PDPA prior to the study attributing their awareness of it to MyDoc. Conclusions: Potential uses of MyDoc in a medical school setting include PDPA-compliant student-to-student and student-to-doctor communication and clinical group case discussions with the sharing of patient-sensitive data, including clinical images and/or videos of hospital patients that students may benefit from viewing from an educational perspective. With our pilot study having excellent results in terms of acceptance and satisfaction from medical students and raising awareness of the PDPA, the integration of a secure, mobile digital health application and messaging platform is something all medical schools should consider, because our students of today are our doctors of tomorrow. UR - http://mededu.jmir.org/2016/2/e12/ UR - http://dx.doi.org/10.2196/mededu.5586 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731866 ID - info:doi/10.2196/mededu.5586 ER - TY - JOUR AU - Singh, Devin AU - Alam, Fahad AU - Matava, Clyde PY - 2016/08/17 TI - A Critical Analysis of Anesthesiology Podcasts: Identifying Determinants of Success JO - JMIR Med Educ SP - e14 VL - 2 IS - 2 KW - anesthesia KW - podcasts KW - peer review KW - success KW - e-learning KW - e-resources N2 - Background: Audio and video podcasts have gained popularity in recent years. Increasingly, podcasts are being used in the field of medicine as a tool to disseminate information. This format has multiple advantages including highly accessible creation tools, low distribution costs, and portability for the user. However, despite its ongoing use in medical education, there are no data describing factors associated with the success or quality of podcasts. Objective: The goal of the study was to assess the landscape of anesthesia podcasts in Canada and develop a methodology for evaluating the quality of the podcast. To achieve our objective, we identified the scope of podcasts in anesthesia specifically, constructed an algorithmic model for measuring success, and identified factors linked to both successful podcasts and a peer-review process. Methods: Independent reviewers performed a systematic search of anesthesia-related podcasts on iTunes Canada. Data and metrics recorded for each podcast included podcast?s authorship, number posted, podcast series duration, target audience, topics, and social media presence. Descriptive statistics summarized mined data, and univariate analysis was used to identify factors associated with podcast success and a peer-review process. Results: Twenty-two podcasts related to anesthesia were included in the final analysis. Less than a third (6/22=27%) were still active. The median longevity of the podcasts? series was just 13 months (interquartile range: 1-39 months). Anesthesiologists were the target audience for 77% of podcast series with clinical topics being most commonly addressed. We defined a novel algorithm for measuring success: Podcast Success Index. Factors associated with a high Podcast Success Index included podcasts targeting fellows (Spearman R=0.434; P=.04), inclusion of professional topics (Spearman R=0.456-0.603; P=.01-.03), and the use of Twitter as a means of social media (Spearman R=0.453;P=.03). In addition, more than two-thirds (16/22=73%) of podcasts demonstrated evidence of peer review with podcasts targeting anesthesiologists most strongly associated with peer-reviewed podcasts (Spearman R=0.886; P=.004) Conclusions: We present the first report on the scope of anesthesia podcasts in Canada. We have developed a novel tool for assessing the success of an anesthesiology podcast series and identified factors linked to this success measure as well as evidence of a peer-review process for a given podcast. To enable advancement in this area of anesthesia e-resources, podcast creators and users should consider factors associated with success when creating podcasts. The lack of these aspects may be associated with the early demise of a podcast series. UR - http://mededu.jmir.org/2016/2/e14/ UR - http://dx.doi.org/10.2196/mededu.5950 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731857 ID - info:doi/10.2196/mededu.5950 ER - TY - JOUR AU - Alsobayel, Hana PY - 2016/09/12 TI - Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey JO - JMIR Med Educ SP - e15 VL - 2 IS - 2 KW - social media KW - education, professional KW - health education KW - professional competence N2 - Background: Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. Objective: The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. Methods: A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator?s personal social media accounts including Twitter, LinkedIn, and WhatsApp. Results: A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Conclusions: Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development. UR - http://mededu.jmir.org/2016/2/e15/ UR - http://dx.doi.org/10.2196/mededu.6232 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731855 ID - info:doi/10.2196/mededu.6232 ER -