Effects of reading media on reading comprehension in health professional education: a systematic review protocol

Fontaine, Guillaume; Zagury-Orly, Ivry; Denus, Simon de; Lordkipanidzé, Marie; Beauchesne, Marie-France; Maheu‐Cadotte, Marc‐André; White, Michel; Thibodeau-Jarry, Nicolas; Lavoie, Pierre

doi:10.11124/jbisrir-d-19-00348

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…24,25 The protocol has been published and registered in the International Prospective Register of Systematic Reviews on April 28, 2020 (PROSPERO; CRD42020154519). 26,27…”

Section: Methodsmentioning

confidence: 99%

“…Data items extracted are specified in the published protocol. 26 In addition, we have added variables related to the context of intervention implementation, including the degree of distraction (low, medium, or high) and presence of supervision (yes, no). We considered the degree of distraction: low, when reading and assessment of reading comprehension was conducted in a supervised setting without evident mention of potential distractors; medium, when in a supervised setting with possible distractors (eg, multiple testing stations), and high, when in an unsupervised setting (eg, home) with an uncontrollable and unspecified degree of distraction.…”

Section: Data Extractionmentioning

confidence: 99%

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A Meta-Analysis of the Effect of Paper Versus Digital Reading on Reading Comprehension in Health Professional Education

Fontaine

Zagury-Orly

Maheu‐Cadotte

et al. 2021

American Journal of Pharmaceutical Education

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Objective. Despite the rise of digital education in health professional education (HPE), little is known about the comparative effectiveness of paper-based reading and its digital alternative on reading comprehension in HPE. We aimed to identify, appraise, and synthesize the evidence regarding the effect of reading media on reading comprehension in the context of HPE. Findings. From a pool of 2,208 references, we included 10 controlled studies enrolling 817 participants. Metaanalyses revealed a non-statistically significant advantage of paper over digital reading (standardized mean difference [SMD] −0.08; 95% confidence interval −0.28 to 0.12). Subgroup analyses revealed that students reading HPE-related texts, rather than non-HPE-related texts, had better reading comprehension when reading on paper (SMD = −0.36; 95% confidence interval −0.69 to −0.03). Heterogeneity was low in all analyses. The quality of evidence was low due to risks of bias across studies. Summary. Current evidence suggests little to no difference between paper and digital texts for reading comprehension in HPE. However, we observed effects favoring paper-based reading when considering texts relevant to students' professional discipline. Rigorous studies are needed to confirm this finding and to evaluate new means of boosting reading comprehension in HPE.

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“…24,25 The protocol has been published and registered in the International Prospective Register of Systematic Reviews on April 28, 2020 (PROSPERO; CRD42020154519). 26,27…”

Section: Methodsmentioning

confidence: 99%

Section: Data Extractionmentioning

confidence: 99%

A Meta-Analysis of the Effect of Paper Versus Digital Reading on Reading Comprehension in Health Professional Education

Fontaine

Zagury-Orly

Maheu‐Cadotte

et al. 2021

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

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Comprensión lectora en la era digital: Una revisión sistemática

Díaz Calle,

Noria Aliaga,

Buendía Molina

2024

RAE

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La competencia lectora es fundamental en la educación, especialmente en la era digital, en que la información se presenta de forma diversa y dinámica. La integración de estrategias innovadoras y tecnologías educativas es esencial para mejorar la competencia lectora en este entorno digital en constante evolución. En este contexto, el objetivo del estudio fue realizar un análisis crítico de las estrategias innovadoras y tecnologías educativas utilizadas para mejorar la competencia lectora en el escenario educativo actual, a través de una revisión sistemática de la literatura bajo el método PRISMA. Se seleccionaron 130 artículos relevantes sobre esta temática. Los resultados de la revisión identifican tendencias y prácticas innovadoras útiles para educadores y diseñadores de programas educativos. Sin embargo, aún existen desafíos que deben superarse, lo que requiere un esfuerzo continuo por parte de docentes e instituciones educativas.

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Effects of reading media on reading comprehension in health professional education: a systematic review protocol

Cited by 2 publications

References 17 publications

A Meta-Analysis of the Effect of Paper Versus Digital Reading on Reading Comprehension in Health Professional Education

A Meta-Analysis of the Effect of Paper Versus Digital Reading on Reading Comprehension in Health Professional Education

Comprensión lectora en la era digital: Una revisión sistemática

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