Skip to main content

Research Repository

Advanced Search

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

Muirhead, Kevin; Macaden, Leah; Smyth, Keith; Chandler, Colin; Clarke, Charlotte; Polson, Rob; O’Malley, Chris

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review Thumbnail


Authors

Kevin Muirhead

Leah Macaden

Keith Smyth

Colin Chandler

Rob Polson

Chris O’Malley



Abstract

Background Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick’s Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results. Methods MEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis. Results We identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education. Discussion Future emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics.

Citation

Muirhead, K., Macaden, L., Smyth, K., Chandler, C., Clarke, C., Polson, R., & O’Malley, C. (2021). Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review. Systematic Reviews, 10(1), https://doi.org/10.1186/s13643-021-01781-8

Journal Article Type Article
Acceptance Date Jul 28, 2021
Online Publication Date Sep 21, 2021
Publication Date 2021
Deposit Date Jan 24, 2022
Publicly Available Date Jan 24, 2022
Journal Systematic Reviews
Electronic ISSN 2046-4053
Publisher BioMed Central
Peer Reviewed Peer Reviewed
Volume 10
Issue 1
DOI https://doi.org/10.1186/s13643-021-01781-8

Files

Published Journal Article (3.1 Mb)
PDF

Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.





You might also like



Downloadable Citations