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Table 11 Study characteristics and findings for all outcomes following computer-based dementia education

From: Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

Study Setting Study design Comparator Outcome Measure Results
Downs, Turner et al. 2006 [1] Practice Randomised trial Workshop; decision support;
control (no training intervention) 		Behaviours Detection rates; concordance with guidelines No evidence of effect
Matsumura, Shinno et al. 2018 [63] HE Controlled before-after Did not participate in clinic simulator activity Satisfaction
Knowledge 		ARCS
Knowledge test 		Evidence of effect
Evidence of effect
Rababa, Masha'al 2020 [64] HE Controlled before-after Traditional lectures Skills CTSAS Evidence of effect
Ruiz, Smith et al. 2006 [65] HE Before-after NA Satisfaction
Knowledge
Skills
Attitudes 		PPT
Knowledge test
Self-efficacy test
Attitude test 		Evidence of effect
Evidence of effect
Evidence of effect
Evidence of effect
Tsai, Kitch et al. 2018 [67] Practice Controlled before-after Did not participate in video simulator activity Behaviours
Results 		Level of dressing assistance
BDPS 		No evidence of effect
No evidence of effect
  1. ARCS Attention, Relevance, Confidence, and Satisfaction Motivational Model, BDPS Beck Dressing Performance Scale, CTSAS Critical Thinking Self-Assessment Scale, HE Higher education, NA Not applicable, PPT Pre- and post-training
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Systematic Reviews

ISSN: 2046-4053