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https://www.sciencedirect.com/science/article/abs/pii/S0022399923003197
eLearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled trial
Journal of Psychosomatic Research
Available online 16 August 2023, 111462
Matthew D. Jones a b c 1, Sally M. Casson a d 1, Benjamin K. Barry b e f, Sophie H. Li g, Trinidad Valenzuela h i, Joanne Cassar a h, Camillo Lamanna a, Andrew R. Lloyd a, Carolina X. Sandler a j k
a
The Kirby Institute, The University of New South Wales, Sydney, Australia
b
School of Health Sciences, The University of New South Wales, Sydney, Australia
c
Centre for Pain IMPACT, Neuroscience Research Australia, Sydney, Australia
d
School of Medical and Health Sciences, Edith Cowan University, Joondalup, Australia
e
Medical School, The University of Queensland, Brisbane, Australia
f
Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
g
Black Dog Institute and School of Psychology, The University of New South Wales Australia, Sydney, Australia
h
Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
i
Exercise and Rehabilitation Sciences Laboratory, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago, Chile
j
School of Health Sciences, Western Sydney University, Sydney, New South Wales, Australia
k
Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
Received 5 March 2023, Revised 8 August 2023, Accepted 14 August 2023, Available online 16 August 2023.
https://doi.org/10.1016/j.jpsychores.2023.111462Get rights and content
Abstract
Objectives
To evaluate the impact of eLearning by allied health professionals on improving the knowledge and confidence to manage people with medically unexplained chronic fatigue states (FS).
Methods
Using a parallel randomized controlled trial design, participants were randomized 1:1 to a 4-week eLearning or wait-list control group. Knowledge and self-reported confidence in clinical skills to implement a therapeutic intervention for patients with FS were assessed at baseline, post-intervention and follow-up. Secondary outcomes (adherence and satisfaction with online education, knowledge retention) were also assessed. Data was analyzed using intention-to-treat.
Results
There were 239 participants were randomized (eLearning n = 119, control n = 120), of whom 101 (85%) eLearning and 107 (89%) control participants completed baseline assessments and were included in the analysis. Knowledge (out of 100) improved significantly more in the eLearning group compared to the control group [mean difference (95% CI) 8.6 (5.9 to 11.4), p < 0.001]. Knowledge was reduced in the eLearning group at follow-up but was still significantly higher than baseline [6.0 (3.7 to 8.3), p < 0.001]. Median change (out of 5) in confidence in clinical skills to implement the FS intervention was also significantly greater in the eLearning group compared to the control group [knowledge: eLearning (1.2), control (0); clinical skills: eLearning (1), control (0.1); both p < 0.001)]. Average time spent on the eLearning program was 8.8 h. Most participants (80%) rated the lesson difficulty as at the “right level”, and 91% would recommend it to others.
Conclusions
eLearning increased knowledge and confidence to manage FS amongst allied health professionals and was well-accepted.
Registration: ACTRN12616000296437 https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=370222&isReview=true.
eLearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled trial
Journal of Psychosomatic Research
Available online 16 August 2023, 111462
Matthew D. Jones a b c 1, Sally M. Casson a d 1, Benjamin K. Barry b e f, Sophie H. Li g, Trinidad Valenzuela h i, Joanne Cassar a h, Camillo Lamanna a, Andrew R. Lloyd a, Carolina X. Sandler a j k
a
The Kirby Institute, The University of New South Wales, Sydney, Australia
b
School of Health Sciences, The University of New South Wales, Sydney, Australia
c
Centre for Pain IMPACT, Neuroscience Research Australia, Sydney, Australia
d
School of Medical and Health Sciences, Edith Cowan University, Joondalup, Australia
e
Medical School, The University of Queensland, Brisbane, Australia
f
Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
g
Black Dog Institute and School of Psychology, The University of New South Wales Australia, Sydney, Australia
h
Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
i
Exercise and Rehabilitation Sciences Laboratory, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago, Chile
j
School of Health Sciences, Western Sydney University, Sydney, New South Wales, Australia
k
Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
Received 5 March 2023, Revised 8 August 2023, Accepted 14 August 2023, Available online 16 August 2023.
https://doi.org/10.1016/j.jpsychores.2023.111462Get rights and content
Abstract
Objectives
To evaluate the impact of eLearning by allied health professionals on improving the knowledge and confidence to manage people with medically unexplained chronic fatigue states (FS).
Methods
Using a parallel randomized controlled trial design, participants were randomized 1:1 to a 4-week eLearning or wait-list control group. Knowledge and self-reported confidence in clinical skills to implement a therapeutic intervention for patients with FS were assessed at baseline, post-intervention and follow-up. Secondary outcomes (adherence and satisfaction with online education, knowledge retention) were also assessed. Data was analyzed using intention-to-treat.
Results
There were 239 participants were randomized (eLearning n = 119, control n = 120), of whom 101 (85%) eLearning and 107 (89%) control participants completed baseline assessments and were included in the analysis. Knowledge (out of 100) improved significantly more in the eLearning group compared to the control group [mean difference (95% CI) 8.6 (5.9 to 11.4), p < 0.001]. Knowledge was reduced in the eLearning group at follow-up but was still significantly higher than baseline [6.0 (3.7 to 8.3), p < 0.001]. Median change (out of 5) in confidence in clinical skills to implement the FS intervention was also significantly greater in the eLearning group compared to the control group [knowledge: eLearning (1.2), control (0); clinical skills: eLearning (1), control (0.1); both p < 0.001)]. Average time spent on the eLearning program was 8.8 h. Most participants (80%) rated the lesson difficulty as at the “right level”, and 91% would recommend it to others.
Conclusions
eLearning increased knowledge and confidence to manage FS amongst allied health professionals and was well-accepted.
Registration: ACTRN12616000296437 https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=370222&isReview=true.