Evidence map›Paper›PMID 39906079›Full record

ReviewJournal of advances in medical education & professionalism2025

Exploring the Transformative Potential of Learning Analytics in Medical Education: A Systematic Review.

Ehsan Toofaninejad, Shane Dawson, Somaye Sohrabi, Masomeh Kalantarion

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Journal of advances in medical education & professionalism, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Ehsan ToofaninejadDepartment of eLearning in Medical Sciences, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Shane DawsonCentre for Change and Complexity in Learning, University of South Australia, Adelaide, Australia.
Somaye SohrabiDepartment of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Masomeh KalantarionDepartment of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Learning Analytics (LA) has emerged as a potent tool in medical education, offering data-driven insights and personalized support to learners. This systematic review aims to provide a comprehensive overview of the current state of LA in medical education, exploring its applications, benefits, challenges, and future directions. Methods: The study was conducted as a systematic review of learning analytics (LA) in medical education. A comprehensive search was performed in June 2023 across the following databases ProQuest, Scopus, ERIC, Web of Science, PubMed, and ScienceDirect, with no restrictions on publication dates. The search resulted in a total of 1095 records, which were screened after removing duplicates, leaving 552 titles for review. Following the exclusion of irrelevant articles, 12 studies were selected for synthesis. Results: Four key categories of LA applications emerged curriculum evaluation, learner performance analysis, learner feedback and support, and learning outcome assessment. The synthesis of findings underscores LA potential to enhance learning experiences, identify at-risk learners, and improve formative assessment practices. However, ethical and privacy concerns warrant attention to bridge the gap between research and practice. Conclusion: This review suggests a collaborative and mindful approach to leveraging LA in medical education. Balancing data-driven insights with effective, ethical, and human-centric pedagogical practices is crucial. Addressing these concerns can ensure the integration of LA into medical education, fostering its transformative potential while upholding core values.

Indexed as

Data miningData scienceMedical educationSystematic review

Identifiers

PMID39906079
PMCPMC11788773

What OpenQuestion holds

Textmetadata
LicenceCC BY-ND
Read underepoch 390

Registered trials

None linked

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.