SynthesisJournal of medical Internet research2018
Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review.
Synthesis in Journal of medical Internet research, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 30 papers, 4 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
30 citing papers in PubMed, 4 syntheses or guidelines pooled it.
- Electronic learning methods compared to traditional learning methods in anaesthesia education: a systematic review.BMC medical education · 2025Pooled it
- More than surgical tools: a systematic review of robots as didactic tools for the education of professionals in health sciences.Advances in health sciences education : theory and practice · 2022Pooled it
- Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education - a descriptive analysis (1984-2020).GMS journal for medical education · 2022Pooled it
- Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews.Journal of medical Internet research · 2019Pooled it
- Impact of blended learning on manual defibrillator's use: A simulation-based randomized trial.Nursing in critical care · 2022Trial
- Evaluation of the usability of and engagement with an osteoarthritis e-learning program developed for healthcare professionals.Osteoarthritis and cartilage open · 2026Article
- Reframing the Kirkpatrick model for evaluating humanistic care training in nursing: a context-sensitive integrative perspective.Frontiers in public health · 2026Article
- Protocol: Effectiveness of Sexual and Reproductive Health Blended Learning Approaches for Capacity Strengthening of Health Professionals in Low- and Middle-Income Countries: A Systematic Review.Campbell systematic reviews · 2025Article
- Comparison of the adequacies of the OSCE and vOSCE to assess the competencies required under Brazilian medical curriculum guidelines: a multicenter study.BMC medical education · 2025Article
- Article
- Evaluation of FamMed essentials: a blended-learning program for capacity building of general practitioners in Pakistan.BMC medical education · 2024Article
- COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents.Medical education online · 2023Article
- An overview of the outreach of the 2019-2021 Endo-ERN knowledge generation webinars.Endocrine connections · 2023Review
- Online education and improvement of caring behaviors of nurses in pediatric wards: a quasi-experimental study.BMC nursing · 2023Article
- Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic.Exploratory research in clinical and social pharmacy · 2023Article
- Visualisation Approaches in Technology-Enhanced Medical Simulation Learning: Current Evidence and Future Directions.Advances in experimental medicine and biology · 2023Review
- Professionals' Digital Training for Child Maltreatment Prevention in the COVID-19 Era: A Pan-European Model.International journal of environmental research and public health · 2022Article
- Operations management on the front line of COVID-19 vaccination: building capability at scale via technology-enhanced learning.BMJ open quality · 2021Article
- The role of clinical simulation in preparing for a pandemic.BJA education · 2021Review
- Supplemental Learning in Respiratory Physiology for Healthcare Professionals Towards Successful Treatment of COVID-19.Frontiers in physiology · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTechnology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals.
objectiveWe conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies.
methodsThis review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers.
resultsThe review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories.
conclusionsThere continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.