Web-based learning strategies in combination with published guidelines to change practice of primary care professionals.

Abstract

BACKGROUND: Published clinical guidelines need to be combined with effective educational interventions to produce change in practice. Problem-based learning (PBL) groups are effective; however, research studies have not looked at change in practice following PBL that is independent of group interaction. AIM: To determine whether clinical guidelines combined with modified PBL e-learning modules, in which dialogue between learners is replaced by interaction with a computer, could increase knowledge, result in changes in practice, and be acceptable to participants as a mode of modifying practice. DESIGN OF STUDY: Quantitative and qualitative methods. SETTING: Web-based application. RESULTS: Online PBL modules were studied by 45 primary care clinicians. Replacement of group functions by interaction with the computer was found to be an acceptable form of learning, and resulted in reported changes in practice among GPs choosing this method of study. This study shows that changes were independent of demonstrable knowledge gains. CONCLUSION: Online PBL modules could complement other arms of guideline-implementation strategies. More work is needed to determine which groups would benefit most.