SynthesisJournal of medical Internet research2019
Health Professions' Digital Education: Review of Learning Theories in Randomized Controlled Trials by the Digital Health Education Collaboration.
Synthesis in Journal of medical Internet research, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 34 papers, 5 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
34 citing papers in PubMed, 5 syntheses or guidelines pooled it, 90 citations in OpenAlex.
- Motivation Theories and Constructs in Experimental Studies of Online Instruction: Systematic Review and Directed Content Analysis.JMIR medical education · 2025Pooled it
- Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2024Pooled it
- Links between learning goals, learning activities, and learning outcomes in simulation-based clinical skills training: a systematic review of the veterinary literature.Frontiers in veterinary science · 2024Pooled it
- Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model.Journal of graduate medical education · 2022Pooled it
- Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration.Journal of medical Internet research · 2019Pooled it
- Integration of competency needs and continuity of care learning for midwifery students based on mobile applications in Indonesia: A mixed-methods study.Belitung nursing journal · 2026Article
- Impact of mobile learning operating room principles and communication skills on nursing college students: a quasi-experimental study.Scientific reports · 2025Article
- Digital Health Education for Chronic Lung Disease: Scoping Review.Journal of medical Internet research · 2025Article
- Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction.BMC medical education · 2025Article
- Digital Teaching and Learning Media for Nursing and Health Care Courses in Germany: Protocol for a Scoping Review.JMIR research protocols · 2025Article
- [Digital tools in residency and continuing medical education within the framework of a digital media concept].Die Anaesthesiologie · 2024Review
- Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023).JMIR medical education · 2024Article
- Surface and deep learning: a blended learning approach in preclinical years of medical school.BMC medical education · 2024Article
- Development and evaluation of scenario-based e-simulation for humanitarian health training: a mixed-methods action research study.BMJ open · 2024Article
- Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale.BMC nursing · 2024Article
- Comparison of Blended Learning With Traditional Dermatology Learning for Medical Students: Prospective Evaluation Study.JMIR formative research · 2024Article
- Cultural capital, the digital divide, and the health of older adults: a moderated mediation effect test.BMC public health · 2024Article
- Scenario-Based e-Simulation Design for Global Health Education: Theoretical Foundation and Practical Recommendations.Journal of medical Internet research · 2023Article
- e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review.JMIR research protocols · 2023Article
- Mapping Health Professions Education: Using Complexity Science to Make Sense of Learning Through Electronic Consultations.Medical science educator · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 1 institution in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLearning theory is an essential component for designing an effective educational curriculum. Reviews of existing literature consistently lack sufficient evidence to support the effectiveness of digital interventions for health professions' education, which may reflect disconnections among learning theories, curriculum design, use of technology, and outcome evaluation.
objectiveThe aim of this review was to identify, map, and evaluate the use of learning theories in designing and implementing intervention trials of health professions' digital education, as well as highlight areas for future research on technology-enhanced education via the establishment of a development framework for practice and research.
methodsWe performed a systematic search of Medical Literature Analysis and Retrieval System Online, Excerpta Medica database, Cochrane Central Register of Controlled Trials (Cochrane Library), PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and Web of Science for randomized controlled trials (RCTs) published between 2007 and 2016.
resultsA total of 874 RCTs on digital health education were identified and categorized into online-offline, mobile digital education, and simulation-based modalities for pre and postregistration health professions' education. Of these, 242 studies were randomly selected for methodological review and thematic analysis. Data were extracted by one author using a standardized form, with a (48/242, 20%) random sample extracted by a second author, in duplicate. One-third (81/242, 33.4%) of the studies reported single or multiple learning theories in design, assessment, conceptualization, or interpretation of outcomes of the digital education interventions. Commonly reported learning theories were problem-based learning (16/81, 20%), social learning theory (11/81, 14%), and cognitive theory of multimedia learning (10/81, 12%). Most of these studies assessed knowledge (118/242, 48.8%), skills (62/242, 25.6%), and performance (59/242, 24.3%) as primary outcomes with nonvalidated assessment tools (151/242, 62.4%). Studies with reported learning theories (χ
conclusionsWe proposed a Theory-Technology Alignment Framework to safeguard the robustness and integrity of the design and implementation of future digital education programs for the training of health professionals.
Indexed as
Identifiers
What OpenQuestion holds
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.