Evaluating an Online Diabetes Learning Tool
Author Information
Author(s): Sara Schroter, Richard D Jenkins, Rebecca A Playle, Kieran M Walsh, Courtenay Probert, Thomas Kellner, Gerhard Arnhofer, David R Owens
Primary Institution: BMJ Group
Hypothesis
Can an interactive online Diabetes Needs Assessment Tool (DNAT) improve knowledge and clinical practice compared to self-directed learning?
Conclusion
Both groups experienced a similar and significant improvement in knowledge, and the learning materials were acceptable.
Supporting Evidence
- 64% of participants completed both knowledge tests.
- Knowledge scores increased from 47.4% to 66.8% in the intervention group.
- 77% of the intervention group found the DNAT useful.
- Both groups reported similar levels of integrating learning into practice.
Takeaway
Doctors learned more about diabetes management using an online tool, but both groups improved their knowledge similarly.
Methodology
Health professionals were randomized to either access diabetes learning modules alone or DNAT plus learning modules over a 4-month period, with knowledge tests administered before and after.
Potential Biases
Participants were mostly registered users of online learning resources, which may affect generalizability.
Limitations
The study had a self-selected sample and relied on self-reported practice changes.
Participant Demographics
The study included 1054 health professionals, primarily doctors, with a small number of nurses.
Statistical Information
P-Value
0.186
Confidence Interval
95% CI for the difference (-2.8 to 12.4)
Statistical Significance
p=0.186
Digital Object Identifier (DOI)
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