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Table 4 Changes in daily clinical practice per competence area and per learning objective

From: Effectiveness of an individual, online e-learning program about sexually transmitted infections: a prospective cohort study

Competence area Content of the learning objective Total amount of formulated intended changes (N(%)) Total amount of implemented “unintended” changes (N(%))
1. Medical Expert Role 223 (85.4%) 142 (78.9%)
  Sexual history taking   99 (37.9%)   75 (41.7%)
  Epidemiology   3 (1.1%)   1 (0.6%)
  Physical examination   0 (0.0%)   1 (0.6%)
  Additional investigation   111 (42.5%)   57 (31.7%)
  Evaluation   0 (0.0%)   3 (.7%)
  Treatment   10 (3.8%)   5 (2.8%)
2. Communicator Role 6 (2.3%) 3 (1.7%)
  Communication with patient   6 (2.3%)   2 (1.1%)
  Counceling   0 (0.0%)   1 (0.6%)
3. Collaborator Role 5 (1.9%) 2 (1.1%)
  Local working arrangements   0 (0.0%)   1 (0.6%)
  Referral for specialistic treatment   3 (1.1%)   0 (0.0%)
  Warning of the partner   2 (0.8%)   1 (0.6%)
4. Manager Role 7 (2.7%) 2 (1.1%)
  Testing materials   7 (2.7%)   2 (1.1%)
5. Health advocate Role   10 (3.8%) 8 (4.4%)
  Sexual education   4 (1.5%)   5 (2.8%)
  Offering investigation for STI   0 (0.0%)   1 (0.6%)
  Awareness of the impact of STI   1 (0.4%)   0 (0.0%)
  Cost-conscious working   5 (1.9%)   2 (1.1%)
6. Scholar Role   3 (1.1%) 3 (1.7%)
  Test proporties   3 (1.1%)   3 (1.7%)
7. Professional Role   1 (0.4%) 3 (1.7%)
  Attitude towards sexuality and STI   1 (0.4%)   1 (0.6%)
  Attitude in sexual history taking   0 (0.0%)   2 (1.1%)
Remaining formulated intended changes   6 (2.3%) 17 (9.4%)
  Change in working conditions STI-consultation   4 (1.5%)   17 (9.4%)
Study NHG-guideline “The STI-consultation”   2 (0.8%)   0 (0.0%)
Total amount of changes   261 180
  1. Chi-square test: 15.2, p-value: 0.03