ArticleFuture healthcare journal2024
Digital learning, face-to-face learning and climate change.
Article in Future healthcare journal, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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
3 citing papers in PubMed.
- Does online case-based learning foster clinical reasoning skills? A mixed-methods study.Future healthcare journal · 2025Article
- Ensuring justice in global health education initiatives - a review of pearls and pitfalls.Frontiers in public health · 2025Review
- Artificial intelligence in the NHS: Moving from ideation to implementation.Future healthcare journal · 2024Article
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.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Debates about digital learning, face-to-face learning and blended learning often focus on their effectiveness in achieving a few core educational outcomes. The cost or convenience of using different methods to achieve certain outcomes have increasingly come into the educational framework over the past two decades. However, only rarely do educators or learners consider the climate footprint of their various activities. This is an important shortcoming, as all learning activities can contribute to our overall climate footprint. Providers of education should do their best to minimise the carbon footprint associated with their learning. But learners also have responsibility to ensure that how they access learning is also associated with minimal environmental cost. Both providers and learners should focus on activities that are likely to have the greatest impact. This is relevant both to face-to-face education and digital learning.
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.