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Exploring the Cost of eLearning in Health Professions Education: Scoping Review.

Edward Meinert1,2, Jessie Eerens1, Christina Banks1

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PubMed
Summary
This summary is machine-generated.

The cost of eLearning in health professions education is inconsistently captured, and evidence for its cost-effectiveness compared to traditional learning is insufficient. More rigorous data collection methods are needed to evaluate eLearning

Keywords:
costs and cost analysisdistance educationeconomicseducationonline educationonline learningprofessional education

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Area of Science:

  • Health Professions Education
  • Educational Technology
  • Health Economics

Background:

  • Limited research exists on the costs of designing and deploying eLearning in health professions education.
  • The comparative costs of eLearning versus face-to-face learning are not well understood.
  • A lack of standardized costing models hinders accurate eLearning cost evaluation.

Purpose of the Study:

  • To conduct a scoping review exploring the evidence on cost capture within eLearning for health professions education.
  • To define cost calculations related to eLearning based on available data.

Main Methods:

  • A comprehensive literature search using Medical Subject Headings and keywords related to eLearning and cost calculation.
  • The search encompassed health professionals globally and was limited to English-language articles.
  • Screening and full-text review of 7344 initially identified articles were conducted.

Main Results:

  • 42 studies provided data on the cost and value impact of eLearning in health professions education.
  • The most common data source was the total cost of training (n=29), followed by cost per learner (n=13).
  • 22 studies detailed costing approaches for eLearning production and delivery, offering insights into budgeting and project management.

Conclusions:

  • Cost capture in eLearning design and implementation studies is inconsistent.
  • There is insufficient evidence to conclusively state that eLearning is more cost-effective than face-to-face instruction.
  • A need exists for rigorous, repeatable data capture methods and economic evaluation to test eLearning cost-effectiveness.