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Data from: Interprofessional online learning for primary healthcare: findings from a scoping review

Citation

Reeves, Scott et al. (2017), Data from: Interprofessional online learning for primary healthcare: findings from a scoping review, Dryad, Dataset, https://doi.org/10.5061/dryad.k9m17

Abstract

Objectives: This article presents the findings from a scoping review which explores the nature of interprofessional online learning in primary health care. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary health care interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary health care learners, their organisations and the care they deliver to patients/clients? Setting: The review explored the global literature on interprofessional online learning in primary health care settings. Participants: n/a Primary and secondary outcome measures: n/a Results: The review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients. Conclusions: A number of educational, methodological and outcome implications could be offered. E-learning enhances education experience, supports development, eases time constraints, overcomes geographic limitations and offers greater flexibility. However it also contributes to the isolation of learners and its benefits can be negated by technical problems.

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