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Blended Learning in Health Care Education: An Overview and Overarching Meta-analysis of Systematic Reviews.
Andrew Lockey1, Andrew Bland, John Stephenson
1Prof Lockey: Consultant in Emergency Medicine, Calderdale and Huddersfield NHS Trust, United Kingdom and Visiting Professor of Emergency Medicine, University of Huddersfield, United Kingdom. Dr. Bland: Senior Lecturer in Adult Nursing, University of Huddersfield, United Kingdom. Dr. Stephenson: Senior Lecturer in Health/Biomedical Statistics, University of Huddersfield, United Kingdom. Dr. Bray: Associate Professor and Heart Foundation Fellow, Monash University, Melbourne, Australia and Adjunct Associate Professor, Curtin University, Perth, Australia. Prof Astin: Professor of Nursing, University of Huddersfield, United Kingdom and Professor of Nursing, Calderdale and Huddersfield NHS Trust, United Kingdom.
Blended learning, combining online and face-to-face instruction, shows promise for improving healthcare professionals' knowledge acquisition. Further research is needed to optimize its effectiveness across different educational contexts.
Area of Science:
- Medical Education
- Educational Technology
- Health Professions Education
Background:
- Blended learning integrates online and face-to-face instruction.
- Evaluating its impact on healthcare professional education is crucial.
- Existing systematic reviews provide a basis for assessing evidence and identifying gaps.
Approach:
- Conducted a systematic search of five databases (2000-2021) for systematic reviews on blended learning in healthcare.
- Excluded specific study types like 'flipped classroom' and unpublished work.
- Performed a narrative review and overarching meta-analysis of extracted data.
Key Points:
- Included 11 systematic reviews covering 160 primary studies with over 18,000 participants.
- Evidence quality was generally low.
- Meta-analysis of 93 studies indicated blended learning significantly improved knowledge acquisition (SMD 0.768, P < .001).
Conclusions:
- Blended learning may enhance knowledge acquisition compared to traditional methods.
- Further research should explore context-specific benefits and effective instructional design elements.
- Consistent terminology in reporting is recommended for future studies.
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