TY - JOUR AU - Chan, Windy SY AU - Leung, Angela YM PY - 2020 DA - 20/6/2 TI - Facebook作为痴呆症持续专业教育的新工具:试点随机对照试验JO - J Med Internet Res SP - e16772 VL - 22 IS - 6 KW -痴呆症KW - Facebook KW -社交网站KW -持续专业教育AB -背景:社会网络(sns)被广泛用于公众的健康教育和传播，包括各种疾病的患者。然而，目前尚无证据评估社交网络在为专业目的连接卫生专业人员方面的作用。目的:本试点随机对照试验旨在评估干预的可行性，旨在调查持续专业教育项目的效果，利用Facebook获取痴呆症知识和照顾痴呆症患者。方法:从香港招募了80名卫生专业人员参与研究，并采用分段随机化方法按1:1的比例随机分为干预组(n=40)和对照组(n=40)。干预是一项为期8周的教育计划，旨在从多学科角度提供有关痴呆症护理的最新知识，于2018年10月至2019年1月通过Facebook(干预组)或电子邮件(对照组)进行。主要结果是干预的效果，通过干预前和干预后25项痴呆知识评估量表(DKAS)知识评估得分变化的差异和20个选择题的形成性评估来衡量。其他结果测量包括参与者的依从性、参与者在Facebook上的参与度、满意度以及对Facebook在继续职业教育项目中的使用情况的自我感知。结果:干预组参与者(n=35)完成研究的人数明显多于对照组(n=25) (P<.001)。总体留存率为75%(60/80)。 The mean of changes in scores in the intervention group were significant in all assessments (P<.001). A significant difference in the mean of changes in scores between the two groups was identified in the DKAS subscale Communication and Behavior (95% CI 0.4-3.3, P=.02). There was no significant difference in the total DKAS scores, scores of other DKAS subscales, and multiple choice questions. Participant compliance was significantly higher in the intervention group than in the control group (P<.001). The mean numbers of participants accessing the learning materials were 31.5 (SD 3.9) and 17.6 (SD 5.2) in the intervention and control group, respectively. Polls attracted the highest level of participant engagement, followed by videos. Intervention group participants scored significantly higher in favoring the use of Facebook for the continuing education program (P=.03). Overall, participants were satisfied with the interventions (mean score 4 of a total of 5, SD 0.6). Conclusions: The significantly higher retention rate, together with the high levels of participant compliance and engagement, demonstrate that Facebook is a promising tool for professional education. Education delivered through Facebook was significantly more effective at improving participants’ knowledge of how people with dementia communicate and behave. Participants demonstrated positive attitudes toward utilizing Facebook for professional learning. These findings provide evidence for the feasibility of using Facebook as an intervention delivery tool in a manner that can be rolled out into practical settings. SN - 1438-8871 UR - //www.mybigtv.com/2020/6/e16772 UR - https://doi.org/10.2196/16772 UR - http://www.ncbi.nlm.nih.gov/pubmed/32484441 DO - 10.2196/16772 ID - info:doi/10.2196/16772 ER -