SynthesisJournal of medical Internet research2024
Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis.
Synthesis in Journal of medical Internet research, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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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.
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Who cites it
11 citing papers in PubMed.
- Online versus offline Fugl-Meyer lower extremity training for physical therapy students: a randomized study.BMC medical education · 2026Trial
- Active learning in diabetes education for health professions students: a narrative synthesis of effectiveness and implementation considerations.Medical education online · 2026Review
- Serious Games in Nursing Education: Scoping Review of Applications, Effectiveness, and Future Directions.JMIR serious games · 2026Review
- Effects of digital versus face-to-face peer support on clinical skills: a three-arm randomized trial.NPJ digital medicine · 2026Article
- Network-Based Asynchronous Research Training in Breast Imaging: A Multinational Pre-Post Evaluation for Cancer Education.Journal of cancer education : the official journal of the American Association for Cancer Education · 2026Article
- Clinical Nurses' Expectations and Experiences of Self-Directed Online Training in Evidence-Based Practice: A Qualitative Study - #EvidencerProject.Journal of nursing management · 2026Article
- Training requirements and associated factors for nursing assistants in Jiaxing City, China: a cross-sectional study in healthcare settings.Frontiers in medicine · 2026Article
- Progress in educational theory and translational implementation of simulation-based education for healthcare professionals: an integrative analysis from theory to effectiveness.Frontiers in medicine · 2026Review
- Impact of Learner Autonomy on the Performance in Voluntary Online Cardiac Auscultation Courses: Prospective Self-Controlled Study.JMIR medical education · 2025Article
- Article
- Combining flipped-classroom and spaced-repetition learning in a master-level bioinformatics course.PLoS computational biology · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSpaced digital education applies digital tools to deliver educational content via multiple, repeated learning sessions separated by prespecified time intervals. Spaced digital education appears to promote acquisition and long-term retention of knowledge, skills, and change in clinical behavior.
objectiveThe aim of this review was to assess the effectiveness of spaced digital education in improving pre- and postregistration health care professionals' knowledge, skills, attitudes, satisfaction, and change in clinical behavior.
methodsThis review followed Cochrane's methodology and PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) reporting guidelines. We searched MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses databases from January 1990 to February 2023. We included randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs comparing spaced digital education with nonspaced education, spaced nondigital education, traditional learning, or no intervention for pre- or postregistration health care professionals. Study selection, data extraction, study quality, and certainty of evidence were assessed by 2 independent reviewers. Meta-analyses were conducted using random effect models.
resultsWe included 23 studies evaluating spaced online education (n=17, 74%) or spaced digital simulation (n=6, 26%) interventions. Most studies assessed 1 or 2 outcomes, including knowledge (n=15, 65%), skills (n=9, 39%), attitudes (n=8, 35%), clinical behavior change (n=8, 35%), and satisfaction (n=7, 30%). Most studies had an unclear or a high risk of bias (n=19, 83%). Spaced online education was superior to massed online education for postintervention knowledge (n=9, 39%; standardized mean difference [SMD] 0.32, 95% CI 0.13-0.51, I
conclusionsSpaced digital education is effective in improving knowledge, particularly in substantially improving surgical skills and promoting clinical behavior change in pre- and postregistration health care professionals. Our findings support the use of spaced digital education interventions in undergraduate and postgraduate health profession education. Trial Registration: PROSPERO CRD42021241969.
trial registrationPROSPERO CRD42021241969; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=241969.
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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.