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• Titulo Artículo: E-learning of evidence-based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review
• Resumen: This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice. Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes. Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour. Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes. However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons. These shortcomings need to be taken into consideration when interpreting the results
• Autores: Nkengafac Villyen Motaze, Eva Rehfuess, Taryn Young, Anke Rohwer, .
• Titulo Revista: Campbell Systematic Reviews, .
• Numero: 1
• Volumen:13
• Fecha de publicación: 2017.
• Base de Datos Bibliográfica: Otra , .
• Suplemento:
• Idioma: Inglés
• Página Inicial: 1 Página Final: 147
• ISBN: 1891-1803

• Título Otra : E-learning of evidence-based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review
• Resumen: This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice. Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes. Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour. Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes. However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons. These shortcomings need to be taken into consideration when interpreting the results
• Autores : Nkengafac Villyen Motaze; Eva Rehfuess; Taryn Young; Anke Rohwer;
• Autor corporativo: Campbell Systematic Reviews,
• Fecha de publicación: 2017.
• Tipo : Otra .
• Idioma: Inglés

• Título Otra : E-learning of evidence-based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review
• Resumen: This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice. Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes. Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour. Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes. However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons. These shortcomings need to be taken into consideration when interpreting the results
• Autores : Nkengafac Villyen Motaze; Eva Rehfuess; Taryn Young; Anke Rohwer;
• Autor corporativo: Campbell Systematic Reviews,
• Fecha de publicación: 2017.
• Paginas: 1.
• ISBN: 1891-1803.
• Idioma: Inglés

• Titulo Artículo: E-learning of evidence-based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review
• Resumen: This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice. Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes. Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour. Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes. However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons. These shortcomings need to be taken into consideration when interpreting the results
• Fecha de publicación: 2017.
• Autor corporativo: Campbell Systematic Reviews, .
• Idioma: Inglés

Palabras claves:

• E-learning
• Systematicr Review
• Evidence-based Health
• Medical Education

Público objetivo:

• Posgrado
• Docentes
• Investigadores
• Educadores Medicos