Trial reportBMC medical education2006
Long-term impact of four different strategies for delivering an on-line curriculum about herbs and other dietary supplements.
Trial report in BMC medical education, 2006. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Interprofessional education: effects on professional practice and healthcare outcomes (update).The Cochrane database of systematic reviews · 2013Pooled it
- Knowledge retention after an online tutorial: a randomized educational experiment among resident physicians.Journal of general internal medicine · 2008Trial
- Impact of the Integrative Oncology Scholars Program on Oncology Providers' Key Knowledge of Dietary Supplements and Antioxidants for Providing Evidence-based Oncology Care.Journal of cancer education : the official journal of the American Association for Cancer Education · 2023Article
- Communication during the COVID-19 pandemic: evaluation study on self-perceived competences and views of health care professionals.European geriatric medicine · 2021Article
- A Novel Curriculum on Using Life Expectancy to Inform Cancer Screening in Older Adults.Journal of the American Geriatrics Society · 2021Article
- Online Training in Mind-Body Therapies: Different Doses, Long-term Outcomes.Journal of evidence-based complementary & alternative medicine · 2017Article
- The coordination of plural logics of action and its consequences: Evidence from plural medical systems.PloS one · 2017Article
- Online Education for Improving Communication and Documentation of Dietary Supplements Among Health Professionals Practicing in a Hospital Setting.Journal of alternative and complementary medicine (New York, N.Y.) · 2015Article
- Herbal Medicine in Primary Healthcare in Germany: The Patient's Perspective.Evidence-based complementary and alternative medicine : eCAM · 2012Article
- A comparative evaluation of the effect of Internet-based CME delivery format on satisfaction, knowledge and confidence.BMC medical education · 2010Article
- Does pharmaceutical advertising affect journal publication about dietary supplements?BMC complementary and alternative medicine · 2008Article
- Enhancing communication skills for pediatric visits through on-line training using video demonstrations.BMC medical education · 2008Article
- Changes in use of herbs and dietary supplements (HDS) among clinicians enrolled in an online curriculum.BMC complementary and alternative medicine · 2007Article
- Family medicine residency program directors attitudes and knowledge of family medicine CAM competencies.Explore (New York, N.Y.)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
backgroundPrevious research has shown that internet education can lead to short-term improvements in clinicians' knowledge, confidence and communication practices. We wished to better understand the duration of these improvements and whether different curriculum delivery strategies differed in affecting these improvements.
methodsAs previously described, we conducted a randomized control trial comparing four different strategies for delivering an e-curriculum about herbs and other dietary supplements (HDS) to clinicians. The four strategies were delivering the curriculum by: a) email over 10 weeks; b) email within one week; c) web-site over 10 weeks; d) web-site within one week. Participants were surveyed at baseline, immediately after the course and 6-10 months after completing the course (long-term). Long-term outcomes focused on clinicians' knowledge, confidence and communication practices.
resultsOf the 780 clinicians who completed the course, 385 (49%) completed the long-term survey. Completers and non-completers of the long-term survey had similar demographics and professional characteristics at baseline. There were statistically significant improvements from baseline to long-term follow-up in knowledge, confidence and communication practices; these improvements did not differ by curriculum delivery strategy. Knowledge scores improved from 67.7 +/- 10.3 at baseline to 78.8 +/- 12.3 at long-term follow-up (P < 0.001). Confidence scores improved from 53.7 +/- 17.8 at baseline to 66.9 +/- 12.0 at long term follow-up (P < 0.001); communication scores improved from 2.6 +/- 1.9 at baseline to 3.6 +/- 2.1 (P < 0.001) at long-term follow-up.
conclusionThis e- curriculum led to significant and sustained improvements in clinicians' expertise about HDS regardless of the delivery strategy. Future studies should compare the impact of required vs. elective courses and self-reported vs. objective measures of behavior change.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.