ArticleJMIR medical education2025
Implementation Outcomes of Reusable Learning Objects in Health Care Education Across Three Malaysian Universities: Evaluation Using the RE-AIM Framework.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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Who cites it
1 citing paper in PubMed.
- Building Health Equity Research Capacity in Myanmar Through a Virtual, Mentor-Based Training Program.Annals of global health · 2026Article
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Authors and funding
23 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Unlabelled: Background: Current e- learning evaluation focuses on learners' knowledge gain, satisfaction, perceptions, and attitudes; few assess the implementation outcomes of e- learning resources in teaching and learning. Objective: In this study, we used the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework to systematically evaluate the implementation outcomes of reusable learning objects (RLOs) in the context of health care education. Methods: This study is a part of the Advancing Co-creation of RLOs to Digitise H ealthcare Curriculum (ACoRD) project, wherein we developed and implemented 23 RLOs across 3 Malaysian universities for medical, pharmacy, and biomedical curricula. Implementation and dissemination strategies were employed. Data were collected using a self-administered web-based questionnaire and Google Analytics. Results: Th is study report s a cumulative RLO access of 7622 users from 48 countries ( reach). Users rated RLOs as very helpful ( 1452/ 2071, 70.1%) or helpful ( 601/ 2071, 29.1 %). Pre assessments and postassessments showed a significant improvement in the knowledge score (21 RLOs, P < .05) and confidence level (17 RLOs, P < .05) (e ffectiveness). All 3 Malaysian universities adopted RLOs in the fields of professional development, primary care medicine, medicine, pediatrics, nursing, pharmacy, and biomedicine ( adoption). The percentage of users who completed RLOs ranged from 5.6% ( 10/ 179) to 8 5% ( 78/ 92), with nonbounced users (users who viewed more than one page) ranging from 16.3% ( 165/ 1014) to 8 8.5 % ( 3 70/ 4 18) ( implementation). In the 4 months following the completion of the AC oRD project, a total of 2107 users accessed RLOs ( maintenance). Conclusions: We systematically evaluated the implementation of e- learning resources by using the RE-AIM framework, informing future strategies to integrate e- learning innovations in real-world teaching and learning practices.
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