Abstract
Background The objective was to investigate the impact of physical activity (PA) teaching and learning approaches in healthcare professionals (HCPs) education on PA-related knowledge, confidence, and behaviour. Methods Eligible experimental studies investigated the effect of interventions that incorporate PA in to the undergraduate and postgraduate education, and continuous professional development of any HCP (medical doctors, nurses, physiotherapists, etc.) on PA-related outcomes including knowledge, perceptions, and confidence to prescribe PA. Six databases (Cochrane Central Register of Controlled Trials, CINAHL, Embase, ERIC, Medline, and SPORTDiscus) were searched from inception to October 2022. Risk of bias was assessed using the Joanna Briggs Institute critical appraisal tools. A narrative data synthesis was undertaken to assess the overall effectiveness of the reviewed educational interventions: knowledge, perceptions, confidence, attitudes, beliefs, and changes in behaviour/practice. Results A total of 32 studies comprising 3,256 participants fulfilled the eligibility criteria. The most frequently employed learning approach in eligible studies was training workshops (n=13), followed by experiential learning (n=4). Half of the studies included knowledge as an outcome (n=16) and 10 studies each included a measure of confidence and changes in behaviour/practice. Randomized controlled trials (RCTs) (n=7), showed no improvement in any measure of knowledge, confidence, or behaviour. Two RCTs reported beneficial effects of experiential learning on confidence and perceived behavioural control. In non-randomised studies, training workshops and didactic input with and without simulated e-learning led to statistical improvements in knowledge, confidence, perceived competence, and attitudes. Discussion Most of the eligible studies lacked an adequate sample size, and, in many cases, there was a high loss to follow up which represents a threat to the internal validity of the studies. We found that a blended approach to teaching and learning supported with experiential or simulated experiences to improve the knowledge, perceived competence, and confidence to prescribe PA.