Abstract
Objectives
We conducted a systematic review of the effectiveness of electronic health education
tools designed to improve knowledge, attitudes or practices related to contraception.
Methods
Eligible studies consisted of English-language reports published after 1990 that quantified
the effects of an electronic intervention on any of the following outcomes: contraceptive
knowledge, attitude toward contraceptives, contraceptive method choice, contraceptive
use or pregnancy. We conducted a systematic search of multiple electronic databases
including MEDLINE, Global Health, Academic Search Complete, Cochrane Library and Grey
Literature Report. We followed Preferred Reporting Items for Systematic Reviews and
Meta-Analyses guidelines for reporting.
Results
Of 143 full-text reports assessed for eligibility, 13 studies described in 16 reports
were eligible for inclusion. Of six studies that evaluated video interventions, all
were randomized controlled trials, and four reported any statistically significant
difference between intervention groups on knowledge, method choice or pregnancy. Of
seven studies of interactive computer applications, five were randomized controlled
trials, and two were nonrandomized comparison studies. Four of these seven studies
found statistically significant difference between study arms in contraceptive knowledge,
attitudes or contraceptive use. While most differences favored the intervention, effects
were generally limited with respect to clinical relevance and the number of outcomes
impacted.
Conclusions
Published assessments of electronic interventions for improving contraception-related
outcomes are limited. Formal evaluations of interventions and publication of results
are needed to determine the efficacy of electronic tools for contraceptive education
and guide development of new interventions.
Keywords
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Article info
Publication history
Published online: April 15, 2019
Accepted:
April 5,
2019
Received in revised form:
March 22,
2019
Received:
November 4,
2018
Identification
Copyright
© 2019 Elsevier Inc. All rights reserved.
