ArticleMedical education2025
Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world.
Article in Medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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
12 citing papers in PubMed.
- A bibliometric analysis of global health curriculum teaching models: Current status, hotspots, and trends in higher education between 2014 and 2024.Global health research and policy · 2026Review
- Reimagining pain procedural education through spatial education co-presence through recorded avatar (SPECTRA) lessons.Interventional pain medicine · 2026Article
- Mobile Learning in Medical Education: Quasi-Experimental Realist Evaluation of Usage, Context, and Examination Performance in a Curricular Setting.JMIR medical education · 2026Article
- AI Literacy Among Chinese Medical Students: Cross-Sectional Examination of Individual and Environmental Factors.JMIR medical education · 2026Article
- The digital transformation of medical education collaborative governance in the era of smart education: an innovative management restructuring of medical talent cultivation systems.Frontiers in medicine · 2026Review
- A strategic framework for data science integration in undergraduate medical education and clinical training.Journal of education and health promotion · 2026Review
- A one-core, four-dimension framework for teaching-management integrated governance in medical universities.Frontiers in medicine · 2026Article
- Twelve tips for developing and implementing AI curriculum for undergraduate medical education.Medical education online · 2025Review
- Looking beyond, around and within cultural differences and dialogues across the open access ecosystem.Medical education · 2025Article
- Higher education students' perceptions of ChatGPT: A global study of early reactions.PloS one · 2025Article
- Improving Child and Adolescent Mental Health: A Bibliometric Analysis of Related Intervention Studies.International journal of environmental research and public health · 2024Review
- Trust transfer in digital healthcare: The role of self-service systems in reducing patient treatment barriers.Digital healthArticle
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Online learning has the potential to enhance open and equitable access to medical education resources globally. Conversely, there are also concerns that it can perpetuate and exacerbate digital inequalities between developed (global North) and developing (global South) countries. In this article, we describe the historical lack of representation of the global South in the design of online medical education, as well as the resulting consequences and potential solutions. We compare the Northern and Southern views of online learning in medical education and identify the different types of barriers to its adoption. We describe how socioeconomic disparities and the historical dominance of the global North over the global South have led to systemic digital inequalities in the design and implementation of online learning in education generally, and in medical education particularly. The lack of representation of global South voices hinders the development of digital learning solutions relevant to local contexts, therefore limiting their effectiveness and sustainability. Thus, we propose approaches to build more equitable partnerships by soliciting local input and local expertise. Further, we discuss the need to maintain local relevance while setting global standards. Overall, we hope to inform and guide the development of more equitable and accessible online education training for a diverse global population.
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Identifiers
38860836What 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.