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Blended Learning zur haus rztlichen Demenz-Fortbildung: Einsch tzung durch Nutzer einer cluster-randomisierten Studie / Blended learning for dementia related professional development: appraisal of participating general practitioners in a cluster-randomised trial

Keywords: e-learning , blended learning , general practice , cluster-randomized trial , feedback , utilization , dementia , Alzheimer

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Blended learning may offer an effective and efficient educational intervention to reduce the knowledge-to-practice gap in healthcare. The aim of this study was to compare knowledge acquisition about dementia management between a blended learning approach using online modules in addition to quality circles (QC) and QC alone. Primary outcome was the knowledge gain before and after the interventions. A questionnaire about the appraisal of the interventions respectively the usage of the e-learning modules was analysed. A subgroup analysis of the actual users of the e-learning modules was performed. 166 GPs were available for analysis and filled out a knowledge test at least two times (three times for further analyses). A significant increase of knowledge was found in both groups that indicated positive learning effects of both approaches. However, there was no significant difference between the groups. A subgroup analysis of the GPs who self-reported that they had actually used the online modules showed that they had a significant increase in their knowledge scores and found it useful. Nevertheless they rated also the blended learning approach suboptimal compared with the classical approach. A blended learning approach was not superior to a QC approach for improving knowledge about dementia management. However, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge.


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