JMIR出版物% v21 %N 2 %P 12913 %T卫生专业数字卡塔尔世界杯8强波胆分析教育;总体证据综合的需要%A Car,Josip %A Carlstedt-Duke,Jan %A Tudor Car,Lorainne %A Posadzki,Pawel %A Whiting,Penny %A Zary,Nabil %A Atun,Rifat %A Majeed,Azeem %A Campbell,James %A， %+新加坡南洋理工大学医学院人口健康科学中心，新加坡曼德勒路11号，新加坡，65 6340 2480,josip.car@ntu.edu.sg %K方法%K教育，医学%K系统评价%K循证教育，从数字健康教育的随机对照试验中综合证据提出了一些挑战。其中包括文献中缺乏对数字健康教育的明确分类;不断发展的概念、教学法或理论;以及多种方法、特性、技术或交付设置。建立了数字健康教育协作，以评估卫生专业数字教育的证据;告知决策者、教育工作者和学生;最终，改变这些专业人士的学习和教学方式。本文的目的是介绍我们用于在数字健康教育评论中综合证据的总体方法，并讨论与该过程相关的挑战。 For our research, we followed Cochrane recommendations for the conduct of systematic reviews; all reviews are reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidance. This included assembling experts in various digital health education fields; identifying gaps in the evidence base; formulating focused research questions, aims, and outcome measures; choosing appropriate search terms and databases; defining inclusion and exclusion criteria; running the searches jointly with librarians and information specialists; managing abstracts; retrieving full-text versions of papers; extracting and storing large datasets, critically appraising the quality of studies; analyzing data; discussing findings; drawing meaningful conclusions; and drafting research papers. The approach used for synthesizing evidence from digital health education trials is commonly regarded as the most rigorous benchmark for conducting systematic reviews. Although we acknowledge the presence of certain biases ingrained in the process, we have clearly highlighted and minimized those biases by strictly adhering to scientific rigor, methodological integrity, and standard operating procedures. This paper will be a valuable asset for researchers and methodologists undertaking systematic reviews in digital health education. %M 30762583 %R 10.2196/12913 %U //www.mybigtv.com/2019/2/e12913/ %U https://doi.org/10.2196/12913 %U http://www.ncbi.nlm.nih.gov/pubmed/30762583