Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

Abstract

With the increasing use of technology in education, online learning has become a common teaching method. How effective online learning is for undergraduate medical education remains unknown. This article’s aim is to evaluate whether online learning when compared to offline learning can improve learning outcomes of undergraduate medical students. Five databases and four key journals of medical education were searched using 10 terms and their Boolean combinations during 2000–2017. The extracted articles on undergraduates’ knowledge and skill outcomes were synthesized using a random effects model for the meta-analysis.16 out of 3,700 published articles were identified. The meta-analyses affirmed a statistically significant difference between online and offline learning for knowledge and skill outcomes based on post-test scores (SMD = 0.81; 95% CI: 0.43, 1.20; p < 0.0001; n = 15). The only comparison result based on retention test scores was also statistically significant (SMD = 4.64; 95% CI: 3.19, 6.09; p < 0.00001). The meta-analyses discovered no significant difference when using pre- and post-test score gains (SMD = 3.03; 95% CI: −0.13, 4.13; p = 0.07; n = 3). There is no evidence that offline learning works better. And compared to offline learning, online learning has advantages to enhance undergraduates’ knowledge and skills, therefore, can be considered as a potential method in undergraduate medical teaching.

A Comparative Study of Online Education and Traditional Offline Education During COVID-19

“…which have also attracted the attention of medical educators. Pei and other scholars [1] conducted a metaanalysis of the literature in 2000-2017, systematically reviewed 3700 articles, selected 16 articles that met the research standards, and discussed the degree of knowledge and skills mastered by online and o ine learning for medical undergraduates. Compared with o ine learning, online learning has advantages in promoting the knowledge and skills of medical undergraduates and is a feasible method.…”

“…At the beginning of the New Year in 2020, the coronavirus disease 2019 (COVID-19) outbreak became a global public health incident and has constituted a public health emergency of international concern so far [1] , as a result, the online education has been popularized and developed. The epidemic increased not only the importance and urgency of online education, but also provided an opportunity for an in-depth discussion of online education: For medical colleges and universities, how do teachers and students evaluate online teaching?…”

Closing the Gap in Global Neurosurgical Education via Online Conference: A Pre-Covid Survey

“…Although online CME is relatively new, numerous studies have pointed to its efficacy by evaluating measurements of its effectiveness over time [2][3][4][5][6][7][8]. Moreover, there are expanding opportunities to connect physicians around the world utilizing various online platforms for neurosurgical education, such as live courses and webinars offered by the American Association of Neurological Surgeons.…”

Student Perspective Of Classroom And Distance Learning Method During Covid-19 Pandemic In The Undergraduate Dental Study Program

“…Previous studies have shown various e-learning and online learning tools that are effective for teaching and learning in the fields of health profession, including dentistry [2][3][4][5][6]. The knowledge gain and performance of the students as a result of E-learning were shown to be equivalent to that of face to face methods [7][8]. Blended learning is mainly defined as the integration of classroom and distance learning to facilitate an independent, interactive and collaborative learning among students.…”