Across the review's randomised controlled trials, e-learning showed no significant differences in knowledge mastery versus controls, but greater short-term learner satisfaction¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All 13 included RCTs reported no significant differences in knowledge mastery between control and intervention groups, while e-learning was associated with greater learner satisfaction in the immediate short term. → Delungahawatta T. 2022

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

q3 · i? · review · r3

The review's synthesis of its 13 RCTs (31% of included studies) in the Discussion. Example: in Lee et al., mobile learning with interactive multimedia had higher satisfaction scores than PowerPoint content despite non-significant knowledge-gain differences; the review notes equivalence was not established and longitudinal data are lacking.

"Interestingly, all the RCTs report no significant differences in knowledge mastery between control and intervention groups. However, in the immediate short term, e-learning interventions were associated with greater learner satisfaction."

Discussion¶

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