Long-term Impact of Online Curriculum on Herbs and Dietary Supplements
Author Information
Author(s): Tiffany Beal, Kathi J Kemper, Paula Gardiner, Charles Woods
Primary Institution: Wake Forest University School of Medicine
Hypothesis
Different curriculum delivery strategies will affect the duration of improvements in clinicians' knowledge, confidence, and communication practices.
Conclusion
The online curriculum led to significant and sustained improvements in clinicians' expertise about herbs and dietary supplements, regardless of the delivery strategy.
Supporting Evidence
- Knowledge scores improved from 67.7 at baseline to 78.8 at long-term follow-up.
- Confidence scores improved from 53.7 at baseline to 66.9 at long-term follow-up.
- Communication scores improved from 2.6 at baseline to 3.6 at long-term follow-up.
- Improvements in knowledge and confidence were affected by enrollment period and trainee status.
Takeaway
This study shows that learning about herbs and dietary supplements online helps doctors remember what they learned and feel more confident when talking to patients, no matter how the course is delivered.
Methodology
A randomized control trial comparing four different strategies for delivering an e-curriculum to clinicians, with follow-up surveys conducted 6-10 months after course completion.
Potential Biases
Participants self-selected to enroll in the study, which may introduce bias regarding their motivation and prior knowledge.
Limitations
The study had a low response rate for the long-term follow-up, which may limit the generalizability of the results.
Participant Demographics
Participants included dieticians, nurses, pharmacists, physicians, physician assistants, and trainees in these health professions.
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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