Department of Public Health, Faculty of Clinical Sciences, University of Port Harcourt, Port Harcourt, Rivers State, Nigeria.
Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana.
Hum Resour Health. 2024 Sep 2;22(1):60. doi: 10.1186/s12960-024-00924-x.
The effectiveness of eLearning in enhancing healthcare professionals' capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use.
The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use.
This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers.
The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers.
电子学习在提高医疗保健专业人员能力方面的有效性已受到全球广泛关注。本次综述旨在综合各种类型的电子学习计划的有效性，以及使用电子学习的促进因素和障碍的证据。
本综述遵循系统评价和荟萃分析报告的首选报告项目（PRISMA）指南。2023 年 7 月在四个主要数据库（PubMed、Web of Science、JSTOR 和 Scopus）中进行了检索，共检索到 44 篇符合纳入标准的文章，并纳入了本综述。使用 JBI 批判性评估清单评估研究的方法学质量。使用叙述性综述检查数据，以确定干预措施的有效性，以及使用电子学习的障碍和促进因素。
本综述发现，异步、同步、混合和自学方法是持续专业发展的有效电子学习方法。先前的积极经验、用户友好的界面以及电子学习内容与日常实践的相关性是促进电子学习使用的关键因素。计算机能力和读写能力差、缺乏个人电脑和高家庭责任是阻碍电子学习使用的主要个人因素。一些系统障碍包括：工作量大、缺乏专门的电子学习促进者、管理层参与度低、以及信息和通信技术部门的技术不足。基础设施差等环境问题，包括互联网有限和经常停电，也构成了障碍。
本综述强调了电子学习在卫生专业人员中的有效性，并展示了发展中和发达国家在促进因素和障碍方面的差异。
