Background:In regulating cupping therapy in Saudi Arabia,there was a need to develop a system for continuous medical and professional development for cupping practitioners.The current study aimed to evaluate the effec...Background:In regulating cupping therapy in Saudi Arabia,there was a need to develop a system for continuous medical and professional development for cupping practitioners.The current study aimed to evaluate the effect of blended-internet continuing-medical-education(CME)on knowledge,knowledge retention,and intellectual skills in cupping providers compared with conventional,face-to-face CME.Methods:Participants were recruited from a list of registered cupping providers(physicians,nurses,and physiotherapists trained and licensed to practice cupping therapy)for a randomized,open,controlled trial.After providing informed consent,participants were allocated into three groups(classes).Classes were randomized to(1)blended-internet CME(n=31);(2)conventional,face-to-face CME(n=31);and(3)control group receiving no intervention(n=32).Results:Posttest knowledge scores were increased to a greater extent by blended-internet CME training compared to conventional CME(P=0.002)or no training(P<0.001).Similarly,knowledge retention was significantly higher in the blended-internet CME group compared to the conventional CME group(P=0.011).Posttest skills scores immediately after the course were significantly higher in the blended-internet CME group compared to the conventional CME group(mean difference:1.408,95%confidence interval:0.728–2.088,P<0.001).Conclusion:Although the current study aimed to determine if blended-internet CME is as effective as conventional,face-to-face CME,the results showed that cupping providers who participated in blended-internet CME had significantly higher scores for posttest knowledge,knowledge retention,and posttest intellectual skills.展开更多
文摘Background:In regulating cupping therapy in Saudi Arabia,there was a need to develop a system for continuous medical and professional development for cupping practitioners.The current study aimed to evaluate the effect of blended-internet continuing-medical-education(CME)on knowledge,knowledge retention,and intellectual skills in cupping providers compared with conventional,face-to-face CME.Methods:Participants were recruited from a list of registered cupping providers(physicians,nurses,and physiotherapists trained and licensed to practice cupping therapy)for a randomized,open,controlled trial.After providing informed consent,participants were allocated into three groups(classes).Classes were randomized to(1)blended-internet CME(n=31);(2)conventional,face-to-face CME(n=31);and(3)control group receiving no intervention(n=32).Results:Posttest knowledge scores were increased to a greater extent by blended-internet CME training compared to conventional CME(P=0.002)or no training(P<0.001).Similarly,knowledge retention was significantly higher in the blended-internet CME group compared to the conventional CME group(P=0.011).Posttest skills scores immediately after the course were significantly higher in the blended-internet CME group compared to the conventional CME group(mean difference:1.408,95%confidence interval:0.728–2.088,P<0.001).Conclusion:Although the current study aimed to determine if blended-internet CME is as effective as conventional,face-to-face CME,the results showed that cupping providers who participated in blended-internet CME had significantly higher scores for posttest knowledge,knowledge retention,and posttest intellectual skills.
