Face-to-face and non-face-to-face formats both improve attitudes, but virtual formats show inconsistent outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q2–q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both face-to-face (WMD = 10.92) and non-face-to-face (WMD = 7.77) interventions significantly improved attitudes with no significant difference between delivery modes (p = 0.38). → Wong Ion Hong 2026 q2 i? Only non-virtual interventions showed a consistent significant effect; the single virtual-learning study yielded a non-significant result (WMD = 8.11, p = 0.30) with high heterogeneity (I2 = 87.2%). → Wong Ion Hong 2026 (2)

Evidence¶

Wong Ion Hong 2026¶

Wong Ion Hong, Gao Xiaoyu, Tan Zhengyi, Fang Yiping, Wang Qun, Lei Wai In, Van Iat Kio, Tan Meijing, Liu Ning, Wu Jianwei. (2026). The impact of experiential learning on healthcare students’ attitudes towards dementia: a systematic review and meta-analysis. BMC Geriatrics. https://doi.org/10.1186/s12877-026-07573-w

q3 · i? · quant-synthesis · r3

Subgroup meta-analysis of delivery format, where face-to-face meant direct interaction with people with dementia and non-face-to-face meant online or simulated experiences. Both formats were significant; the between-mode difference was not (p = 0.38).

"Similarly, both face-to-face (WMD = 10.92, 95% CI: 6.84–15.00, p < 0.001) and non-face-to-face interventions (WMD = 7.77, 95% CI: 2.04–13.50, p = 0.008) significantly improved attitudes, with no significant difference observed between delivery modes (p = 0.38)"

Wong Ion Hong 2026 (2)¶

Wong Ion Hong, Gao Xiaoyu, Tan Zhengyi, Fang Yiping, Wang Qun, Lei Wai In, Van Iat Kio, Tan Meijing, Liu Ning, Wu Jianwei. (2026). The impact of experiential learning on healthcare students’ attitudes towards dementia: a systematic review and meta-analysis. BMC Geriatrics. https://doi.org/10.1186/s12877-026-07573-w

q2 · i? · quant-synthesis · r2

Subgroup analysis of virtual versus non-virtual formats. Only two studies met inclusion criteria for virtual formats, so further subgroup synthesis was not conducted; the review attributes heterogeneity partly to methodological differences between the two virtual simulation studies.

"When examining virtual versus non-virtual interventions, only the latter demonstrated a consistent and significant positive effect (WMD = 9.66, 95% CI: 6.33–12.98, p < 0.001), while the single study representing virtual learning yielded a non-significant result (WMD = 8.11, 95% CI: –7.33 to 23.54, p = 0.30) and exhibited high heterogeneity (I2 = 87.2%)"

Discussion¶

Related Claims¶

• Artistic experiential interventions produce significantly greater attitude improvements than non-artistic interventions — related
• Experiential learning significantly improves healthcare students' attitudes towards dementia (WMD = 9.46 on the DAS) — a broader claim this one bears on
• Göttingen CM elective improved counselling skills, knowledge, attitudes, well-being and eating habits in both virtual and in-person formats, while cooking frequency did not change — related
• Debriefing presence shows a numerical trend toward stronger knowledge gains but the subgroup difference is not significant — related
• Coaching can be effective in all delivery modes: face-to-face, distance, and a combination — related
• Most included studies used quasi-experimental pretest/posttest designs, and online delivery was the predominant mode of instruction — related