OBJECTIVE: The primary objective of this study was to evaluate the effect of an online education program used to implement the Australian (New South Wales) whiplash guidelines with general practitioners (GP). The secondary aim was to identify factors associated with learning. METHODS: An online educational and evaluation activity was developed to reflect the key messages for GP from the Australian whiplash guidelines. The educational activity was hosted on the Royal Australian College of General Practitioners' website (www.gplearning.com.au) for a period of 3 years. Participants were recruited through advertisement and media releases. Participants completed a baseline evaluation of their knowledge, participated in the interactive educational activity and completed a post-knowledge questionnaire. The primary outcome was change in professional knowledge, predictors of learning were computed using linear regression. RESULTS: Two hundred and fifteen GP participated. Knowledge significantly improved between baseline and post-knowledge questionnaire scores (P < 0.00001). A total of 57.2% of participants improved their knowledge by more than 20%, indicating a large effect. Low baseline knowledge predicted learning, accounting for 71% of the variance. CONCLUSIONS: Online education of GP significantly improved their knowledge in relation to guidelines for whiplash. Those with low baseline knowledge improved their knowledge the most, suggesting that implementation strategies should be targeted at this group.
OBJECTIVE: The primary objective of this study was to evaluate the effect of an online education program used to implement the Australian (New South Wales) whiplash guidelines with general practitioners (GP). The secondary aim was to identify factors associated with learning. METHODS: An online educational and evaluation activity was developed to reflect the key messages for GP from the Australian whiplash guidelines. The educational activity was hosted on the Royal Australian College of General Practitioners' website (www.gplearning.com.au) for a period of 3 years. Participants were recruited through advertisement and media releases. Participants completed a baseline evaluation of their knowledge, participated in the interactive educational activity and completed a post-knowledge questionnaire. The primary outcome was change in professional knowledge, predictors of learning were computed using linear regression. RESULTS: Two hundred and fifteen GP participated. Knowledge significantly improved between baseline and post-knowledge questionnaire scores (P < 0.00001). A total of 57.2% of participants improved their knowledge by more than 20%, indicating a large effect. Low baseline knowledge predicted learning, accounting for 71% of the variance. CONCLUSIONS: Online education of GP significantly improved their knowledge in relation to guidelines for whiplash. Those with low baseline knowledge improved their knowledge the most, suggesting that implementation strategies should be targeted at this group.
Authors: Elizabeth Ekirapa-Kiracho; David R Walugembe; Moses Tetui; Angela N Kisakye; Elizeus Rutebemberwa; Freddie Sengooba; Rornald M Kananura; Michel Wensing; Suzanne N Kiwanuka Journal: Implement Sci Date: 2014-11-26 Impact factor: 7.327
Authors: Arnela Suman; Marije F Dikkers; Frederieke G Schaafsma; Maurits W van Tulder; Johannes R Anema Journal: Implement Sci Date: 2016-09-20 Impact factor: 7.327
Authors: Joan Kelly; Michele Sterling; Trudy Rebbeck; Aila Nica Bandong; Andrew Leaver; Martin Mackey; Carrie Ritchie Journal: BMJ Open Date: 2017-08-11 Impact factor: 2.692
Authors: Aila Nica Bandong; Andrew Leaver; Martin Mackey; Rodney Ingram; Samantha Shearman; Christen Chan; Ian D Cameron; Niamh Moloney; Rebecca Mitchell; Eoin Doyle; Emma Leyten; Trudy Rebbeck Journal: BMC Health Serv Res Date: 2018-08-08 Impact factor: 2.655