Faculty of Health and Social Sciences, Institute for Health Research, University of Bedfordshire, Luton, LU2 8LE, UK.
Centre for Medical Education, School of Medicine, University of Dundee, The Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK.
BMC Med Educ. 2020 Mar 30;20(1):91. doi: 10.1186/s12909-020-02007-6.
Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology - regardless of learners' geographical locations and timescale - to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors - enablers and barriers - affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature.
A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors - enablers and barriers - about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis.
Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills.
This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.
最近，人们对高等教育中的电子学习给予了极大的关注，因为它提供了更好的在线学习资源访问途径，利用技术——无论学习者的地理位置和时间如何——来增强学习效果。它现在已经成为医学、牙科、公共卫生、护理和其他相关健康专业人员健康教育的主流。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，但关于电子学习在健康教育中的作用、何时以及如何增强教学效果的证据非常有限。本系统评价旨在确定并综合医学文献中报道的影响健康教育中电子学习（el-HSE）的因素——促进因素和障碍。
对 1980 年至 2019 年期间在 MEDLINE、EMBASE、辅助和补充医学、DH-DATA、PsycINFO、CINAHL 和全球卫生中发表的关于健康教育中的电子学习（el-HSE）的文章进行系统性评价，使用“Textword”和“词库”搜索词。所有符合以下标准的原始文章均被纳入：（1）电子学习应用于健康教育，以及（2）调查与学习成绩或成果相关的 el-HSE 促进因素和障碍的研究。本研究遵循 PRISMA 指南，检索了所有已发表和未发表的相关论文。使用 QualSyst 工具提取和评估数据，并进行主题分析以综合数据。
在确定的 985 条记录中，共有 162 条引文被筛选，其中 57 条与本研究相关。主要证据基础包括 24 篇论文，确定了两个广泛的类别，即促进因素和障碍，包括八个单独的主题：促进学习；实践中的学习；学习的系统方法；将电子学习融入课程；学习动机和期望低；资源密集型；不适合所有学科或内容，以及缺乏 IT 技能。
本研究确定了影响电子学习的因素：学习者和促进者之间的互动和协作；考虑学习者的动机和期望；使用用户友好的技术；并将学习者置于教学法的中心。在更好地理解与电子学习相关的促进因素和促进因素相关的问题方面，以及制定何时、如何以及在何处最适合的相关政策和举措方面，仍有很大的空间，从而为使电子学习有效建立更广泛的框架。
