SynthesisThe Laryngoscope2026
Effectiveness of E-Learning in Undergraduate ENT Education: A Mixed-Methods Systematic Review.
Synthesis in The Laryngoscope, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis 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
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Effectiveness of E-Learning in Undergraduate ENT Education: A Mixed-Methods Systematic Review.The Laryngoscope · 2026Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveEar, nose and throat (ENT) is often underrepresented in undergraduate medical curricula. E-learning has emerged as a promising strategy to address this gap. This mixed-methods systematic review aimed to evaluate the effectiveness of e-learning in undergraduate ENT education. DATA SOURCES: MEDLINE, Embase, Education Research Complete, and Web of Science were searched. REVIEW
methodsThe PRISMA guidelines were followed. Quantitative data were synthesized with a meta-analysis of normalized gain scores to assess knowledge improvement. Qualitative findings were analyzed using thematic synthesis. Due to substantial heterogeneity, a narrative synthesis was performed for skills and confidence.
resultsTwenty-nine studies fulfilled the inclusion criteria. Knowledge scores improved by 26.8% (95% CI 23.7%-30.0%, n = 13), which was considered low gain. Skill improvement was variable (n = 6), while confidence consistently improved (n = 5). Thematic synthesis identified four themes: (1) multimedia resources, (2) learner autonomy and self-directed engagement, (3) technical barriers, and (4) blended learning models.
conclusionKnowledge and learner confidence improved with e-learning. However, its impact on practical skills was limited. These findings support the integration of e-learning as a complementary adjunct to clinical teaching.
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.