Effect of e-learning on health sciences education: a protocol for systematic review and meta-analysis

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1883459
Dr Krishna Regmi, L. Jones
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引用次数: 3

Abstract

ABSTRACT E-learning has been widely used in higher education as it provides better access to learning resources online, utilising technology to enhance learning. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, the evidence is still very limited. This protocol aims to measure the impact of e-learning as compared to traditional face-to-face learning, both measured and perceived, on health sciences education – in terms of improving students’/health professionals’ satisfaction, knowledge, skills, and behaviours and patient-related outcomes. We will conduct a systematic review and meta-analysis of both randomised controlled trials and non-randomised controlled trials. Major databases will be searched for studies, and will be reported in accordance with PRISMA. A thematic analysis will be conducted for the included studies. If sufficient data are available, the random-effects model for meta-analysis will be performed. The outcome of this study will provide a basis for developing the best methods of e-learning in health sciences education.
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电子学习对健康科学教育的影响:一个系统回顾和荟萃分析的方案
电子学习在高等教育中得到了广泛的应用,因为它提供了更好的在线学习资源,利用技术来提高学习。尽管越来越多的证据表明电子学习与传统学习方式一样有效,但证据仍然非常有限。该方案旨在衡量电子学习与传统面对面学习相比对健康科学教育的影响,包括测量和感知的影响——在提高学生/卫生专业人员的满意度、知识、技能和行为以及与患者相关的结果方面。我们将对随机对照试验和非随机对照试验进行系统回顾和荟萃分析。将在主要数据库中搜索研究,并根据PRISMA进行报告。将对所列入的研究进行专题分析。如果有足够的数据,将采用随机效应模型进行meta分析。本研究的结果将为制定健康科学教育中最佳的电子学习方法提供基础。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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