Digital and blended curriculum delivery in health professions education: an umbrella review with implications for Doctor of Physical Therapy education programs

Abstract Background Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies within physical therapy education is limited. However, there is extensive literature across all health professions necessitating an overarching synthesis to determine best practices. Objectives In this umbrella review, we provide a critical overview of recent systematic reviews examining digital and blended curriculum delivery strategies in graduate health professions education and discuss their implementation in graduate, entry-level physical therapy education programs. Methods Searches were conducted in PubMed, Embase, CINAHL, ERIC, and the Cochrane Database of Systematic Reviews. Systematic reviews published from January 2011-January 2020 focusing on digital or blended curriculum delivery strategies in doctoral-level health professions education programs were included. Reviews with a primary or exclusive focus on simulation, clinical education, or residency education were excluded. Results Overall, digital strategies were found to be at least as effective as traditional strategies for learner satisfaction, attitude, knowledge, and skill. The evidence supports incorporating digital strategies as an adjunct to or replacement for portions of a traditional curriculum. Considerable heterogeneity across reviews and individual studies confounded the ability to draw broad conclusions. Conclusions The evidence suggests that it is unnecessary for physical therapy education programs to abandon all of their recently implemented digital strategies once the pandemic ends. Further research is needed on programs with a substantial digital delivery component and on broader outcomes at the level of the student, the program/institution, and the greater community.