Design and analysis of a Web-based guideline tutorial system that emphasizes clinical trial evidence.

ObjectiveTo describe a Web-based guideline tutorial system and evaluate its features.MethodsA Web-based tutorial system called SAGE (Self-study Acceleration with Graphic Evidence) was constructed to teach knowledge important for care after myocardial infarction. SAGE features a pretest, followed by an overview that coordinates studying resources for a set of learning objectives. Resources include pretest answers, guideline passages, and graphical presentations of clinical trial results. Data on the use of SAGE was obtained from 79 residents participating in a larger trial. Linear regression was used to correlate the amount learned with resource-use, and resource-use with user characteristics.ResultsOn average, users accessed less than half of the guideline passages and very little of the graphic evidence. Greater use of guideline passages was correlated with greater immediate learning, but use of graphic evidence was not.ConclusionsFurther research is needed to motivate more thorough self-study and to integrate clinical trial evidence with guideline-based education

Design and analysis of a Web-based guideline tutorial system that emphasizes clinical trial evidence.

ObjectiveTo describe a Web-based guideline tutorial system and evaluate its features.MethodsA Web-based tutorial system called SAGE (Self-study Acceleration with Graphic Evidence) was constructed to teach knowledge important for care after myocardial infarction. SAGE features a pretest, followed by an overview that coordinates studying resources for a set of learning objectives. Resources include pretest answers, guideline passages, and graphical presentations of clinical trial results. Data on the use of SAGE was obtained from 79 residents participating in a larger trial. Linear regression was used to correlate the amount learned with resource-use, and resource-use with user characteristics.ResultsOn average, users accessed less than half of the guideline passages and very little of the graphic evidence. Greater use of guideline passages was correlated with greater immediate learning, but use of graphic evidence was not.ConclusionsFurther research is needed to motivate more thorough self-study and to integrate clinical trial evidence with guideline-based education