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Objective: Healthcare educators are usually well-intended in their educational efforts for and with patients. The purpose of this study was to conduct a meta-analysis comparing traditional versus technology-delivered healthcare education. Design: Systematic review with meta-analysis. Methods: Educational technology was operationally defined to include videos, DVDs, websites and other computer-based education programmes. Proquest Health Management, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest Nursing & Allied Health, PubMed, Medline and Academic Search Premier databases were searched. Search limits included articles published between January 2006 and September 2016, authored in English and peer reviewed. There were four search terms: patient education, videos, DVDs and computer-assisted technology (CAT). A total of 5,003 articles were identified. Articles were screened for inclusion by study title, reducing the list to 407. Abstracts were read, reducing the list to 201. The remaining articles were read. Inclusion and exclusion criteria were established, and 24 studies were included in the final analysis. Effect sizes were calculated, and a meta-analysis was performed. Results: Of the 24 studies included, 12 measured improvements in knowledge, with 10 asserting statistically significant improvements with the use of technology compared to traditional delivery. According to the results of the meta-analysis, however, evidence from pooling the data more strongly favours traditional education compared to technology driven interventions. Conclusion: This meta-analysis compared traditional versus technology-delivered healthcare education; the results suggest preference for traditional.

Outcome measures (OMs) have been emphasized by healthcare professions to optimize patient examination; however, a lack of regular use of OMs exists. The purpose of this study was to describe the outcome of a knowledge translation (KT) intervention to increase the use of OMs by physical therapists in an inpatient rehabilitation setting. A quasi-experimental pre-post study design was used. A multi-component KT intervention including education, organizational support, documentation, and environmental changes to increase the use of five OMs was implemented. Audit and feedback (A&F) was added to the KT intervention at month 6. Documented use of OMs was determined through manual chart audit (n = 864) and electronically (n = 2599). Regression analyses were used to identify factors associated with OMs use across time and diagnoses. Following the addition of A&F to the KT intervention at month 6, there was a significant increase in the odds of OMs use across all time intervals (months 6–12, 12–18, 18–24)(Odds Ratio (OR) 5.9, 95% Confidence Interval (CI) 4.1–8.5; OR 8.5, 95% CI 6.0–12.1; OR 10.8, 95% CI 7.6–15). There was also a significant increase in the odds of documenting OMs on individuals with neurological diagnoses (OR 0.3, 95% CI 0.5–0.8). This KT intervention increased and sustained OMs use over 24-months. This intervention can be replicated to improve the evidence-based practices of physical therapists. [ABSTRACT FROM AUTHOR]

Purpose: The most common complaint lower limb prosthesis users report is inadequacy of a proper socket fit. Adjustments to the residual limb-socket interface can be made by the prosthesis user without consultation of a clinician in many scenarios through skilled self-management. Decision trees guide prosthesis wearers through the self-management process, empowering them to rectify fit issues, or referring them to a clinician when necessary. This study examines the development and acceptability testing of patient-centered decision trees for lower limb prosthesis users. Methods: Decision trees underwent a four-stage process: literature review and expert consultation, designing, two-rounds of expert panel review and revisions, and target audience testing. Results: Fifteen lower limb prosthesis users (average age 61 years) reviewed the decision trees and completed an acceptability questionnaire. Participants reported agreement of 80% or above in five of the eight questions related to acceptability of the decision trees. Disagreement was related to the level of experience of the respondent. Conclusions: Decision trees were found to be easy to use, illustrate correct solutions to common issues, and have terminology consistent with that of a new prosthesis user. Some users with greater than 1.5 years of experience would not use the decision trees based on their own self-management skills. [ABSTRACT FROM AUTHOR]

Physical therapy educators seek teaching methodologies to efficiently educate students. The purpose of this article was to perform a systematic review of the literature pertaining to the use and effectiveness of computer-assisted learning (CAL) in physical therapy education. Criteria were established for article selection. Articles related to use included those reporting at least a 30% survey response return and a sample of at least 50. Articles regarding effectiveness included only randomized control studies related to use in physical therapy and physical therapy assistant education. Six articles related to the use and 17 articles related to the effectiveness were identified. Early published investigations were focused in the area of anatomy. The survey studies related to use indicated that educators highly valued CAL, but they reported initial use to be low due to cost. Expanding software development has resulted in higher contemporary use. CAL can effectively convey content material compared to traditional methods of instruction. CAL is largely underresearched in the field of physical therapy compared to other health professions. Recommendations for future research include larger studies, broader representation of the practice field, and development of interactive programming. [ABSTRACT FROM AUTHOR]