elearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled trial

Authors

Matthew D. Jones
Sally M. Casson, Edith Cowan UniversityFollow
Benjamin K. Barry
Sophie H. Li
Trinidad Valenzuela
Joanne Cassar
Camillo Lamanna
Andrew R. Lloyd
Carolina X. Sandler

Document Type

Journal Article

Publication Title

Journal of Psychosomatic Research

Volume

173

Publisher

Elsevier

School

School of Medical and Health Sciences

RAS ID

61912

Funders

JJ Mason & HS Williams Memorial Foundation / Cancer Institute New South Wales Early Career Fellowship / National Health and Medical Research Council

Grant Number

NHMRC Number : 1041897

Comments

Jones, M. D., Casson, S. M., Barry, B. K., Li, S. H., Valenzuela, T., Cassar, J., . . . Sandler, C. X. (2023). elearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled trial. Journal of Psychosomatic Research, 173, article 111462. https://doi.org/10.1016/j.jpsychores.2023.111462

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.

DOI

10.1016/j.jpsychores.2023.111462

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.