For knowledge gain in emergency medicine, 11 of 15 studies showed no statistically significant difference between e-learning and traditional learning, with two favouring each modality¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Of 15 studies assessing knowledge gain via MCQs, 11 demonstrated no statistically significant difference between EL and TL, two favoured EL with statistical significance and two favoured TL with statistical significance. → Alexander J Savage 2022
Evidence¶
Alexander J Savage 2022¶
Alexander J Savage, Patrick W McNamara, Thomas W Moncrieff, Gerard M O'Reilly. (2022). E‐learning in emergency medicine: A systematic review. Emergency Medicine Australasia. https://doi.org/10.1111/1742-6723.13936
q3 · i? · quant-synthesis · r2
Systematic review synthesis of 15 included studies (15 of 19 used MCQ examinations for knowledge gain), screened from 1586 non-duplicate records with two independent reviewers. The review reports "11 of the 15 demonstrated no statistically significant difference between EL and TL".
"Of the studies analysing MCQ performance, 11 of the 15 demonstrated no statistically significant difference between EL and TL. A further two studies reported EL statistically significantly improved MCQ performance, 31 , 34 while two studies yielded significant findings that TL outperformed EL on MCQ examinations."
Discussion¶
Related Claims¶
- For investigation interpretation training, six of seven studies showed no significant EL–TL difference while one study favoured traditional learning for EFAST training (P < 0.05) — related
- For life support skills education, two of three studies showed no significant EL–TL difference while one study favoured e-learning for basic life support (P < 0.0001) — related
- Retention of knowledge over time showed no statistically significant difference between e-learning and traditional learning in the studies that assessed it — related
- The five highest-quality studies (RCTs with 30 or more participants, a pre-test, and no unclear or high risk of bias) all showed no statistically significant EL–TL difference — related
- Digital teaching of clinical skills improves medical trainees' assessment outcomes compared with other formats, with a pooled mean difference of 1.93 — related
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