Table 1 Features associated with effective dementia education & web-based learning
Effective dementia education features Surr et al. [35] | Effective web-based learning features Moehead et al. [50] |
|---|---|
Relevant and realistic to the role and experience of learners rather than a one-size-fits-all approach | • Individualised and based on learner’s profile and background • Self-directed and self-paced • Flexible • Provides equitable engagement |
Includes active participation | • Interactive • Multimodal |
Ensures that experiential and simulation-based learning include adequate time for debriefing and discussion | • Nurtures critical thinking and reflection |
Delivered by experienced trainers who can adapt training to the needs of each group | • Facilitated, access to instructor, or mentored • Flexible |
Avoids reading written materials (paper or web-based) or in-service learning as the sole teaching method | • Multimodal • Interactive • Flexible |
Includes active, small, or large group face-to-face learning either alone or in addition to another learning approach | • Interactive • Establishment of a learning community • Multimodal |
Includes learning activities that support the application of training into practice | • Ability for translation into practice • Measures using questionnaires, feedback, and surveys of satisfaction |