Systematic review of effectiveness of situated e-learning on medical and nursing education

Jui Ying Feng, Yi Ting Chang, Hsin Yi Chang, William Scott Erdley, Chyi Her Lin, Ying Ju Chang

研究成果: Review article

54 引文 (Scopus)

摘要

Objectives: Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners' knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. Methods: Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95% confidence intervals. Results: Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners' knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students' clinical performance but not for clinicians. Conclusions: Situated e-learning is an effective method to improve novice learners' performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students.

原文English
頁(從 - 到)174-183
頁數10
期刊Worldviews on Evidence-Based Nursing
10
發行號3
DOIs
出版狀態Published - 2013 八月 1

指紋

Nursing Education
Medical Education
Learning
Aptitude
Students
Nursing Students
Medical Students
PubMed
Health Personnel
Libraries
Meta-Analysis
Nursing

All Science Journal Classification (ASJC) codes

  • Nursing(all)

引用此文

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abstract = "Objectives: Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners' knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. Methods: Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95{\%} confidence intervals. Results: Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners' knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students' clinical performance but not for clinicians. Conclusions: Situated e-learning is an effective method to improve novice learners' performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students.",
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Systematic review of effectiveness of situated e-learning on medical and nursing education. / Feng, Jui Ying; Chang, Yi Ting; Chang, Hsin Yi; Erdley, William Scott; Lin, Chyi Her; Chang, Ying Ju.

於: Worldviews on Evidence-Based Nursing, 卷 10, 編號 3, 01.08.2013, p. 174-183.

研究成果: Review article

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