Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice
Open accessAbstract
BACKGROUND: The implementation of new medical knowledge into general practice is a complex process. Blended learning may offer an effective and efficient educational intervention to reduce the knowledge-to-practice gap. The aim of this study was to compare knowledge acquisition about dementia management between a blended learning approach using online modules in addition to quality circles (QCs) and QCs alone. METHODS: In this cluster-randomised trial with QCs as clusters and general practitioners (GPs) as participants, 389 GPs from 26 QCs in the western part of Germany were invited to participate. Data on the GPs' knowledge were obtained at three points in time by means of a questionnaire survey. Primary outcome was the knowledge gain before and after the interventions. A subgroup analysis of the users of the online modules was performed. RESULTS: 166 GPs were available for analysis and filled out a knowledge test at least two times. A significant increase of knowledge was found in both groups that indicated positive learning effects of both approaches. However, there was no significant difference between the groups. A subgroup analysis of the GPs who self-reported that they had actually used the online modules showed that they had a significant increase in their knowledge scores. CONCLUSION: A blended learning approach was not superior to a QCs approach for improving knowledge about dementia management. However, a subgroup of GPs who were motivated to actually use the online modules had a gain in knowledge. TRIAL REGISTRATION: Current Controlled Trials ISRCTN36550981.
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In a review of 235 implementation studies, less than 25% employed theory in any way, and only 6% were explicitly theory-based.
“For example, in a review of 235 implementation studies, less than 25% of the studies employed theory in any way, and only 6% were explicitly theory-based [39].”
From Writing implementation research grant proposals: ten key ingredients (2012) · cites this paper as [39]
Our inability to determine how, why, when, and for whom implementation strategies are effective is hampered in large part by the absence of detailed descriptions of implementation strategies, the use of inconsistent language, and the lack of clear theoretical justification for the selection of specific strategies.
“Our inability to determine how, why, when, and for whom these strategies are effective is hampered in large part by the absence of detailed descriptions of implementation strategies [40], the use of inconsistent language [44], and the lack of clear theoretical justification for the selection of specific strategies [39].”
From Writing implementation research grant proposals: ten key ingredients (2012) · cites this paper as [39]
Our inability to determine how, why, when, and for whom implementation strategies are effective is hampered in large part by the absence of detailed descriptions of implementation strategies, the use of inconsistent language, and the lack of clear theoretical justification for the selection of specific strategies.
“Our inability to determine how, why, when, and for whom these strategies are effective is hampered in large part by the absence of detailed descriptions of implementation strategies [40], the use of inconsistent language [44], and the lack of clear theoretical justification for the selection of specific strategies [39].”
From Writing implementation research grant proposals: ten key ingredients (2012) · cites this paper as [44]
Theory has been drastically underutilized and underspecified in implementation research.
“Yet, theory has been drastically underutilized and underspecified in implementation research [38-40].”
From Writing implementation research grant proposals: ten key ingredients (2012) · cites this paper as [39]
There is confusion surrounding definitions and terminology within the still-evolving field of dissemination and implementation.
“Given the confusion surrounding definitions and terminology within the still-evolving field of dissemination and implementation [44,45], grant proposals need to employ consistent language, clear definitions for constructs, and the most valid and reliable measures for the constructs that correspond to the guiding conceptual framework or theoretical model.”
From Writing implementation research grant proposals: ten key ingredients (2012) · cites this paper as [44]
Four studies used theory to guide the selection of implementation strategies.
“Four of the studies used theory to inform the selection of the implementation strategies (Atkins et al., 2008; Forsner et al., 2010; Kauth et al., 2010; Lochman et al., 2009).”
From A Systematic Review of Strategies for Implementing Empirically Supported Mental Health Interventions (2014) · cites this paper as Kauth et al., 2010
Kauth and colleagues assessed the costs and benefits of external facilitation for increasing use of cognitive-behavioral therapy.
“Kauth et al. (2010) assessed the costs and benefits of external facilitation in increasing the use of cognitive-behavioral therapy (CBT).”
From A Systematic Review of Strategies for Implementing Empirically Supported Mental Health Interventions (2014) · cites this paper as Kauth et al., 2010
External facilitation had a total cost of $2,458.80 for facilitator and therapist time and produced a benefit of about 28 additional hours of CBT per month per therapist.
“The external facilitation strategy resulted in a total cost (facilitator’s and therapists’ time) of $2,458.80 for a benefit of approximately 28 additional hours of CBT per month per therapist.”
From A Systematic Review of Strategies for Implementing Empirically Supported Mental Health Interventions (2014) · cites this paper as Kauth et al., 2010
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- Authors
- Vollmar, H. C., Mayer, H., Ostermann, T., Butzlaff, M. E., Sandars, J. E., Wilm, S., & Rieger, M. A.
- Affiliations
- Witten/Herdecke University (DE)
- University of Leeds (GB)
- Corresponding author
- Vollmar, Horst C
- Venue
- Implementation Science
- Published
- 2010-01-04
- Volume
- 5
- Issue
- 1
- Pages
- 1-1
- ISSN
- 1748-5908 (ISSN-L)
- PMC
- PMC2881109
- OpenAlex
- W2171349117
- Cited by
- 693
- References
- 69
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 8 · 2023: 8 · 2022: 12 · 2021: 142 · 2020: 79 · 2019: 46 · 2018: 68 · 2017: 95 · 2016: 82 · 2015: 46 · 2014: 32 · 2013: 28 · 2012: 20
- FWCI
- 20.68
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Implementation Science (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Edge Hill University Research Information Repository (Edge Hill University) (publishedVersion, other-oa)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (submittedVersion, cc-by)
- Publikationsdatenbank der Fraunhofer-Gesellschaft (Fraunhofer-Gesellschaft) (submittedVersion, other-oa)
- DZNE Pub (submittedVersion, other-oa)
- Fraunhofer-Publica (Fraunhofer-Gesellschaft) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Health Sciences › Health Professions › General Health Professions › Health Sciences Research and Education
- Keywords
- dementia management, knowledge transfer, blended learning, general practitioners, quality circles, online learning modules, knowledge-practice gap, continuing medical education, knowledge acquisition
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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