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Internet-based learning in the health professions: a meta-analysis.

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Internet-based learning shows significant benefits for health professions education compared to no intervention. However, its effectiveness against traditional methods is comparable, with varied results across studies.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • E-learning

Background:

  • The utilization of Internet-based learning in health professions education is increasing.
  • A comprehensive synthesis of evidence on the effectiveness of this learning modality is needed.

Purpose of the Study:

  • To synthesize evidence on the effectiveness of Internet-based instruction for health professions learners.
  • To compare Internet-based instruction against no intervention and traditional non-Internet interventions.

Main Methods:

  • Systematic literature search conducted across multiple databases (MEDLINE, Scopus, CINAHL, EMBASE, ERIC, etc.) from 1990 to 2007.
  • Included studies in any language that quantified educational outcomes for health professionals.
  • Two independent reviewers assessed study quality and extracted data on learner characteristics, setting, and intervention details.

Main Results:

  • 201 eligible studies were identified with significant heterogeneity.
  • Internet-based interventions showed large positive effects compared to no intervention for knowledge (1.00), skills (0.85), and behaviors/patient effects (0.82).
  • Compared to non-Internet methods, effects were smaller and heterogeneous: satisfaction (0.10), knowledge (0.12), skills (0.09), and behaviors/patient effects (0.51).

Conclusions:

  • Internet-based learning demonstrates substantial positive outcomes when compared to no intervention.
  • Effectiveness of Internet-based learning is similar to traditional methods when compared against non-Internet instructional formats.
  • Future research should focus on direct comparisons between various Internet-based interventions.