Abstract of the research

Online learning may be used to upskill allied health professionals to improve knowledge, skill and confidence in evidence-based therapy. This review looked at whether online learning for allied health clinicians is also an effective way to facilitate the translation of research into practice.

Synthesis of 23 peer-reviewed studies showed online learning can increase knowledge, skill and confidence but may not be sufficient to bring about a change in allied health professional practice.

What is the purpose of the research?

Gaps between evidence and practice are well-established in healthcare. Online learning offers an opportunity to increase accessibility to education and knowledge transfer for allied health clinicians.

This systematic review examines the effects of online learning on levels of knowledge, skill, confidence and behaviour change in allied health professionals across a variety of clinical health areas.

What did the researchers do?

Three databases were systematically searched using key terms looking at online delivery, learning and knowledge translation. The quality of all included studies was appraised. Knowledge, attitudes and behaviour change outcomes were collected and synthesised.

What did the researchers find?

All studies reported improvements in knowledge, skill and/or confidence. Meta-analysis revealed a significant increase in knowledge gain. Only seven studies reported outcomes related to change in clinical practice, and of those there was little evidence that participating in online learning is associated with a change in clinical practice. Evidence was limited by low methodological quality and research designs with a high risk of bias.

How can the research be used?

Evidence supports the use of online learning to improve knowledge gain in evidence-based practice. However online learning may need to incorporate targeted behaviour change strategies, and/or be supplemented by local interventions informed by implementation science to facilitate the translation of knowledge to practice.

Read the full research report published in the Health Education in Practice Journal - Vol. 7 | No. 1 | 2024