HIGHLIGHTS
- who: Perspect Med Educ ( and colleagues from the tions were eligible if they were part of a multi-component information package and the effect of the animation could be isolatedParticipants in the studies were healthcare practitioners or student practitioners, watching the animation as part of an educational programme of study or continuing professional development. The primary outcome was knowledge, and secondary outcomes were attitudes and cognitions (such as satisfaction with information, self-confidence) and behaviours (such as procedural skills or behavioural intentions). We included studies reporting either outcome or difference scores (i.e., those comparing preand post . . .
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