Evidence map›Paper›PMID 41044558›Full record

SynthesisBMC medical education2025

Virtual or blended laboratories for healthcare students education: a systematized review.

Ruhollah Safaeipour, Maryam Aalaa, Rita Mojtahedzadeh, Aeen Mohammadi, Shadi Asadzandi, Atekeh Mousavi

Abstract readSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–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

1 citing paper in PubMed.

  1. 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

6 authors.

Ruhollah SafaeipourDepartment of E-learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 2, Dolatshahi Alley, Naderi St., Keshavarz Blvd, Tehran, 1416614741, Iran.
Maryam AalaaDepartment of E-learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 2, Dolatshahi Alley, Naderi St., Keshavarz Blvd, Tehran, 1416614741, Iran. aalaamaryam@gmail.com.
Rita MojtahedzadehDepartment of E-learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 2, Dolatshahi Alley, Naderi St., Keshavarz Blvd, Tehran, 1416614741, Iran. r_mojtahedzadeh@tums.ac.ir.
Aeen MohammadiDepartment of E-learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 2, Dolatshahi Alley, Naderi St., Keshavarz Blvd, Tehran, 1416614741, Iran.
Shadi AsadzandiDepartment of Medical Library and Information Science, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran.
Atekeh MousaviDepartment of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundIn recent years, several studies have been conducted on the use of virtual laboratories for healthcare student education. Therefore, this study aimed to determine student assessment methods, identify content delivery methods, and determine the effectiveness of virtual or blended laboratories on healthcare student learning.

methodsThis study was conducted using a systematized review method. After collecting keywords related to the research, synonyms were extracted from MESH and included in the search strategies, and multiple databases were searched from January 1, 2000, to August 1, 2023. All steps were performed using the PRISMA flowchart.

resultsOut of 1461 articles from different databases, 21 articles were eligible for inclusion in this review. In most studies, video formats (n = 18) were used to present content. The method of content presentation in most laboratory studies was purely virtual (n = 14). The greatest impact of laboratories was in the cognitive domain, and the least impact was in the psychomotor domain (practical skills).

conclusionThis study showed that virtual laboratories are as effective as traditional methods and, in some cases, are more effective compared to traditional teaching methods. Therefore, virtual laboratories can be used as an effective alternative or complementary tool for teaching laboratory sciences.

Indexed as

Computer-Assisted InstructionLaboratoriesVirtual RealityEducational MeasurementHumansHealthcare studentsOnline learningVirtual laboratory

Identifiers

PMID41044558
PMCPMC12495863

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-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.