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[EN] Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

[EN] Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

[EN] Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

[EN] Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

[EN] Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

Background: Self-management models can be a very powerful resource in the health system provided they are well tailored to a particular disease and setting. Patient outcomes have been demonstrated to improve when self-management practices are embedded in the care of people with certain diseases. However, it remains unclear whether self-management models and specific components of these programmes can be implemented in order to effectively improve the care of people with diabetes and/or chronic kidney disease. Methods/Design: Medline (including Medline in-process), Excerpta medica database (EMBASE), Cumulative Index to Nursing and Allied Health (CINAHL) and all evidence-based medicine (EBM) will be systematically searched for randomised controlled studies comparing self-management models with usual care in patients with diabetes or chronic kidney disease. Two reviewers will independently assess articles for eligibility: extract data, evaluate risk of bias and complete quality assessment of included studies. The data will be tabulated and narratively synthesised. Meta-analyses will be performed if there is sufficient homogenous data. Discussion(s): This protocol utilises rigorous methodology as well as pre-specified eligibility criteria to comprehensively search for diabetes and kidney disease self-management models which have been compared with usual care in randomised controlled trials. The review is likely to provide insight into the effectiveness of current models for improving patient self-management, and this may address the key translational issue of how to integrate and tailor these self-management practices for patients with diabetes and chronic kidney disease. Systematic review registration: PROSPERO CRD42015017316.Copyright © 2015 Zimbudzi et al.

Background: Self-management models can be a very powerful resource in the health system provided they are well tailored to a particular disease and setting. Patient outcomes have been demonstrated to improve when self-management practices are embedded in the care of people with certain diseases. However, it remains unclear whether self-management models and specific components of these programmes can be implemented in order to effectively improve the care of people with diabetes and/or chronic kidney disease. Methods/Design: Medline (including Medline in-process), Excerpta medica database (EMBASE), Cumulative Index to Nursing and Allied Health (CINAHL) and all evidence-based medicine (EBM) will be systematically searched for randomised controlled studies comparing self-management models with usual care in patients with diabetes or chronic kidney disease. Two reviewers will independently assess articles for eligibility: extract data, evaluate risk of bias and complete quality assessment of included studies. The data will be tabulated and narratively synthesised. Meta-analyses will be performed if there is sufficient homogenous data. Discussion(s): This protocol utilises rigorous methodology as well as pre-specified eligibility criteria to comprehensively search for diabetes and kidney disease self-management models which have been compared with usual care in randomised controlled trials. The review is likely to provide insight into the effectiveness of current models for improving patient self-management, and this may address the key translational issue of how to integrate and tailor these self-management practices for patients with diabetes and chronic kidney disease. Systematic review registration: PROSPERO CRD42015017316.Copyright © 2015 Zimbudzi et al.