Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction
Kristine Rasmussen,José Marcano Belisario,Petra A. Wark,Joseph Antonio D Molina,Stewart Lee Loong,Ziva Cotic,Nikolaos Papachristou,Eva Riboli Sasco,Lorainne Tudor Car,Eve Marie Musulanov,Holger Kunz,Yanfeng Zhang,Pradeep Paul George,Bee Hoon Heng,Erica Wheeler,Najeeb Al Shorbaji,Igor Švab,Rifat Atun,Azeem Majeed,Josip Car +19 more
TLDR
The results suggest that offline eLearning is equivalent and possibly superior to traditional learning regarding knowledge, skills, attitudes and satisfaction, and justify further investment into offline e learning to address the global health care workforce shortage.Abstract:
Background Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals’ education. To inform policy–making, in online eLearning, we need to determine its effectiveness. Methods We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Findings Fifty–nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. Conclusion The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.read more
Citations
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E-learning success determinants: Brazilian empirical study
Wilmar Audye Cidral,Wilmar Audye Cidral,Tiago Oliveira,Massimo Di Felice,Manuela Aparicio,Manuela Aparicio +5 more
TL;DR: A theoretical model integrating theories of information systems' satisfaction and success in the e-learning systems is proposed and empirically validated in higher education institutions and university centers in Brazil through a quantitative method of structural equation modeling.
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Impact of the COVID-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning.
Ahmed Alsoufi,Ali Alsuyihili,Ahmed Msherghi,Ahmed Elhadi,Hana Atiyah,Aimen Ashini,Arwa Ashwieb,Mohamed Ghula,Hayat Ben Hasan,Salsabil Abudabuos,Hind Alameen,Taqwa Abokhdhir,Mohamed Anaiba,Taha Nagib,Anshirah Shuwayyah,Rema Benothman,Ghalea Arrefae,Abdulwajid Alkhwayildi,Abdulmueti Alhadi,Ahmed Zaid,Muhammed Elhadi +20 more
TL;DR: An overview of the situation experienced by medical students during the COVID-19 pandemic is provided, and the knowledge, attitudes, and practices of medical students regarding electronic medical education are determined.
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Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration
Bhone Myint Kyaw,Nakul Saxena,Pawel Posadzki,Jitka Vseteckova,Charoula Konstantia Nikolaou,Pradeep Paul George,Ushrashree Divakar,Italo Masiello,Italo Masiello,Andrzej A. Kononowicz,Nabil Zary,Nabil Zary,Nabil Zary,Lorainne Tudor Car,Lorainne Tudor Car +14 more
TL;DR: Evidence is found suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education.
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Diabetes in sub-Saharan Africa: from clinical care to health policy
Rifat Atun,Justine Davies,Justine Davies,Edwin A M Gale,Till Bärnighausen,Till Bärnighausen,David Beran,Andre Pascal Kengne,Naomi S. Levitt,Florence W Mangugu,Moffat J. Nyirenda,Graham D. Ogle,Kaushik Ramaiya,Nelson K. Sewankambo,Eugene Sobngwi,Solomon Tesfaye,John S Yudkin,Sanjay Basu,Christian Bommer,Esther Heesemann,Jennifer Manne-Goehler,Jennifer Manne-Goehler,Iryna Postolovska,Vera Sagalova,Sebastian Vollmer,Sebastian Vollmer,Zulfiqarali G. Abbas,Benjamin Ammon,Mulugeta Terekegn Angamo,Akhila Annamreddi,Ananya Awasthi,Stéphane Besançon,Sudhamayi Bhadriraju,Agnes Binagwaho,Agnes Binagwaho,Philip I. Burgess,Matthew J. Burton,Jeanne Chai,Felix P Chilunga,Portia Chipendo,Anna Conn,Dipesalema Joel,Arielle Wilder Eagan,Crispin Gishoma,Julius Ho,Simcha Jong,Sujay Kakarmath,Yasmin Khan,Ramu Kharel,Ramu Kharel,Michael Anne Kyle,Seitetz C Lee,Amos Lichtman,Carl P Malm,Maimouna Ndour Mbaye,Marie Aimee Muhimpundu,Beatrice Mwagomba,Kibachio Joseph Muiruri Mwangi,Mohit Nair,Simon Pierre Niyonsenga,Benson Njuguna,Obiageli L O Okafor,Oluwakemi Okunade,Paul H. Park,Sonak D. Pastakia,Chelsea Pekny,Ahmed Reja,Charles N. Rotimi,Samuel Rwunganira,David Sando,Gabriela Sarriera,Anshuman Sharma,Assa Traoré Sidibé,Elias S. Siraj,Azhra S Syed,Kristien Van Acker,Mahmoud Werfalli +76 more
Journal ArticleDOI
The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review
TL;DR: It is suggested that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health care professional behaviour and patient outcomes.
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