Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

被引：8

作者：

Martinic, Marina Krnic ^{[1
]}

Civljak, Marta ^{[2
]}

Marusic, Ana ^{[3
]}

Sapunar, Damir ^{[4
]}

Pericic, Tina Poklepovic ^{[3
]}

Buljan, Ivan ^{[3
]}

Tokalic, Ruzica ^{[3
]}

Malisa, Snjezana ^{[2
]}

Neuberg, Marijana ^{[5
]}

Ivanisevic, Kata ^{[6
]}

Aranza, Diana ^{[7
]}

Skitarelic, Natasa ^{[8
]}

Zoranic, Sanja ^{[9
]}

Miksic, Stefica ^{[10
]}

Cavic, Dalibor ^{[2
]}

Puljak, Livia ^{[2
,11
]}

机构：

[1] Univ Hosp Split, Split, Croatia

[2] Catholic Univ Croatia, Zagreb, Croatia

[3] Univ Split Sch Med, Dept Res Biomed & Hlth, Split, Croatia

[4] Univ Split Sch Med, Split, Croatia

[5] Univ North, Varazhdin, Croatia

[6] Univ Rijeka, Fac Hlth Studies, Rijeka, Croatia

[7] Univ Split, Univ Dept Hlth Studies, Split, Croatia

[8] Univ Zadar, Dept Hlth Studies, Zadar, Croatia

[9] Univ Dubrovnik, Dept Nursing, Dubrovnik, Croatia

[10] Josip Juraj Strossmayer Univ Osijek, Fac Dent Med & Hlth Osijek, Osijek, Croatia

[11] Catholic Univ CroatiaI, Ilica 242, Zagreb 10000, Croatia

来源：

JOURNAL OF MEDICAL INTERNET RESEARCH | 2022年 / 24卷 / 08期

关键词：

educational intervention; systematic review; health science professionals; knowledge; randomized controlled trial; EVIDENCE-BASED MEDICINE; ATTITUDES; PHYSICIANS; STUDENTS; BARRIERS; METAANALYSES; BRANCH;

D O I：

10.2196/37000

中图分类号：

R19 [保健组织与事业（卫生事业管理）];

学科分类号：

摘要：

Background: Lack of knowledge of systematic reviews (SRs) could prevent individual health care professionals from using SRs as a source of information in their clinical practice or discourage them from participating in such research. Objective: In this randomized controlled trial, we evaluated the effect of a short web-based educational intervention on short-term knowledge of SRs. Methods: Eligible participants were 871 Master's students of university health sciences studies in Croatia; 589 (67.6%) students who agreed to participate in the trial were randomized using a computer program into 2 groups. Intervention group A (294/589, 49.9%) received a short web-based educational intervention about SR methodology, and intervention group B (295/589, 50.1%) was presented with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist. The participants' knowledge of SRs was assessed before and after the intervention. The participants could not be blinded because of the nature of the intervention. The primary outcome was the difference in the percentage of correct answers about SR methodology per participant between the groups after the intervention, expressed as relative risk and 95% CI. Results: Results from 162 and 165 participants in the educational intervention and PRISMA checklist groups, respectively, were available for analysis. Most of them (educational intervention group: 130/162, 80.2%; PRISMA checklist group: 131/165, 79.4%) were employed as health care professionals in addition to being health sciences students. After the intervention, the educational intervention group had 23% (relative risk percentage) more correct answers in the postintervention questionnaire than the PRISMA checklist group (relative risk=1.23, 95% CI 1.17-1.29). Conclusions: A short web-based educational intervention about SRs is an effective tool for short-term improvement of knowledge of SRs among health care studies students, most of whom were also employed as health care professionals. Further studies are needed to explore the long-term effects of the tested education.

引用

页数：16

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[1] Attitudes and barriers to evidence-based guidelines among UK occupational physicians [J].