Individual reviewed studies reported statistically significant knowledge and skill gains from e-learning interventions compared with controls¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q2 · i2–i3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 One randomised control trial showed a statistically significant improvement in factual knowledge acquisition after an online module versus traditional teaching (84.8% ± 1.3 vs. 79.5% ± 1.4, p = 0.006, effect size 0.67). → Delungahawatta T. 2022 q2 i3 A procedural animation video on mobile device produced higher skills-checklist scores than control (9.33 ± 2.65 vs. 4.52 ± 3.64, p < 0.001, effect size 1.5). → Delungahawatta T. 2022 (2)

Evidence¶

Delungahawatta T. 2022¶

Delungahawatta T., Dunne S. S., Hyde S., Halpenny L., McGrath D., O'Regan A., Dunne C. P. (2022). Advances in e-learning in undergraduate clinical medicine: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-022-03773-1

q2 · i2 · review · r3

The review reports this single RCT (Raupach et al., web-assisted problem-based learning in a cardio-respiratory curriculum) with the printed comparison "84.8% ± 1.3 vs. 79.5% ± 1.4, p = 0.006, effect size 0.67".

"One randomised control trial showed a statistically significant improvement in factual knowledge acquisition after participation in an online module as judged based on performance in end of year assessments, compared to a traditional teaching control group (84.8% ± 1.3 vs. 79.5% ± 1.4, p = 0.006, effect size 0.67)"

Delungahawatta T. 2022 (2)¶

Delungahawatta T., Dunne S. S., Hyde S., Halpenny L., McGrath D., O'Regan A., Dunne C. P. (2022). Advances in e-learning in undergraduate clinical medicine: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-022-03773-1

q2 · i3 · causal · r?

The review reports this mobile-learning study (Davies et al., MoMed mixed-methods study) with printed means and "p < 0.001, effect size 1.5" for skills-checklist scores versus comparison.

"Davis et al., found that the use of a procedural animation video on mobile device resulted in higher medical student scores on skills checklist (9.33 ± 2.65 vs. 4.52 ± 3.64, p < 0.001, effect size 1.5)"

Discussion¶

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