Retention of knowledge over time showed no statistically significant difference between e-learning and traditional learning in the studies that assessed it¶
Claim · All claims
Evidence · 1 study · reviewr3·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? Four studies assessed retention of knowledge over time, with no statistically significant differences between EL and TL. → 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? · review · r3
Review synthesis of retention testing, defined as assessing participants' ability to retain knowledge after a specified time ranging from several weeks to several months. The review reports no statistically significant differences between EL and TL in the four studies assessing retention.
"Four studies assessed retention of knowledge over time, with no statistically significant differences between EL and TL. 22 , 26 , 27 , 31"
Discussion¶
Related Claims¶
- 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 — related
- 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
- 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 — a broader claim this one bears on
- For lower-stakes basic skills, AR shows noninferiority rather than superiority over traditional instruction — related
- Remote teaching achieves competency outcomes equivalent to traditional learning for basic surgical skills in most studies — related
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by process:wiki-ingest on 2026-10-31 |
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