Study protocol

Evaluation of an online Diabetes Needs Assessment Tool (DNAT) for health professionals: a randomised controlled trial

Sara Schroter¹ , Dean Jenkins² , Rebecca Playle³ , Kieran Walsh⁴ , Courtenay Probert⁵ , Thomas Kellner⁶ , Gerhard Arnhofer⁷ and David Owens⁸

¹  BMJ Editorial Office, BMJ Group, BMA House, Tavistock Square, London WC1H 9JR, UK

²  BMJ OnExamination, Cardiff Medicentre, Heath Park, Cardiff, CF14 4UJ, UK

³  South East Wales Trials Unit, Department of Primary Care & Public Health, Cardiff University, 7th Floor, Neuadd Meirionnydd, Heath Park, Cardiff, CF14 4YS, UK

⁴  BMJ Learning, BMJ Publishing Group, BMA House, Tavistock Square, London WC1H 9JR, UK

⁵  BMJ OnExamination, Cardiff Medicentre, Heath Park, Cardiff, CF14 4UJ, UK

⁶  MSD RBSC GmbH, Richard Reitzner Allee 1, 85540 Haar, Germany

⁷  Merck Sharp & Dohme Limited, Hertford Road, Hoddesdon, EN11 9BU, UK

⁸  Diabetes Research Unit, 1st Floor Academic Centre, University Hospital Llandough, Penlan Road, Penarth, CF64 2XX, UK

author email corresponding author email

Trials 2009, 10:63doi:10.1186/1745-6215-10-63

Published:	30 July 2009

Abstract

Background

Continuous medical education is traditionally reliant to a large extent on self-directed learning based on individuals' perceived learning priorities. Evidence suggests that this ability to self-assess is limited, and more so in the least competent. Therefore, it may be of benefit to utilise some form of external assessment for this purpose. Many diabetes educational programmes have been introduced, but few have been assessed for their benefit in a systematic manner. As diabetes is an increasingly prevalent disease, methods for the dissemination and understanding of clinical guidelines need to be explored for their effectiveness. This paper describes the study design of a randomised controlled trial to evaluate the effectiveness of using an interactive online Diabetes Needs Assessment Tool (DNAT), that builds a learning curriculum based on identified knowledge gaps, compared with conventional self-directed learning. The study assesses the effect of these interventions on health professionals' knowledge of diabetes management, evaluates the acceptability of this process of learning and self-reported changes in clinical practice as a result of this novel educational process.

Methods

Following a baseline assessment, participants will be randomised to undergo a 4-month learning period where they will either be given access to the diabetes learning modules alone (control group) or a Diabetes Needs Assessment Tool (DNAT) plus the diabetes learning modules (intervention group). On completion of the DNAT, a personalised learning report will be created for each participant identifying needs alongside individualised recommendations of the most appropriate learning modules to meet those requirements. All participants will complete a Diabetes Knowledge Test before and immediately after the allocated learning and the primary outcome will be the state of knowledge at 4 months. Learners will also be surveyed immediately after the learning period to assess the acceptability of the learning formats and the perceived usefulness and usability of the materials. After a further month, all learners will receive a series of questions to evaluate self-reported changes in clinical practice as a result of this educational experience and asked to include specific examples of any changes in their diabetes care practice.

Trial registration

Current Controlled Trials ISRCTN67215088