背景:最近,高等教育中的电子学习受到了很大的关注,因为它提供了更好的在线学习资源,利用技术——无论学习者的地理位置和时间尺度——来加强学习。它现在已经成为健康科学教育主流的一部分,包括医疗,牙科,公共卫生,护理,和其他专职医疗人员。尽管越来越多的证据声称电子学习与传统学习方式一样有效,关于什么有效的证据非常有限,电子学习何时以及如何增强教学和学习。本系统综述旨在确定和综合医学文献中报道的影响健康科学教育(el-HSE)电子学习的因素-推动者和障碍。
方法:对MEDLINE发表的关于健康科学教育电子学习(el-HSE)的文章进行了系统审查,EMBASE,联合和补充医学,DH-DATA,PsycINFO,CINAHL,全球健康,从1980年到2019年,使用“Textword”和“词库”搜索词。所有符合以下标准的原始文章都包括在内:(1)在健康科学教育中实施了电子学习,(2)调查与学习绩效或结果相关的el-HSE因素-促成因素和障碍。按照PRISMA准则,检索了相关的已发表和未发表的论文。使用QualSyst工具提取数据并进行质量评估,并综合进行主题分析。
结果:在确定的985条记录中,总共筛选了162篇引文,其中57项与本研究相关。主要证据库包括24篇论文,确定了两大类,推动者和障碍,在八个单独的主题下:促进学习;在实践中学习;系统的学习方法;将电子学习融入课程;动力和期望差;资源密集型;不适合所有学科或内容,缺乏IT技能。
结论:这项研究确定了影响电子学习的因素:学习者和促进者之间的互动和协作;考虑学习者的动机和期望;利用用户友好的技术;并将学习者置于教学法的中心。对于更好地理解与电子学习相关的推动者和促进者相关的问题,并制定适当的政策和举措,它们如何以及在哪里最适合,创建一个更广泛的框架,使电子学习有效。
BACKGROUND: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology - regardless of learners\' geographical locations and timescale - to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic
review aimed to identify and synthesise the factors - enablers and barriers - affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature.
METHODS: A systemic
review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using \'Textword\' and \'Thesaurus\' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors - enablers and barriers - about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis.
RESULTS: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills.
CONCLUSIONS: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners\' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.