The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis
Open accessAbstract
BACKGROUND: Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. OBJECTIVE: We aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. We also aimed to explore factors that could explain differences in learning effects across study designs, participants, country socioeconomic status, intervention durations, randomization, and quality score for each of these questions. METHODS: We conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Studies in any language that compared blended learning with no intervention or nonblended learning among health professional learners and assessed knowledge acquisition were included. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). RESULTS: We identified 56 eligible articles. Heterogeneity across studies was large (I(2) ≥93.3) in all analyses. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. For studies comparing blended learning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Although significant publication bias was found, the trim and fill method showed that the effect size changed to 0.26 (95% CI -0.01 to 0.54) after adjustment. In the subgroup analyses, pre-posttest study design, presence of exercises, and objective outcome assessment yielded larger effect sizes. CONCLUSIONS: Blended learning appears to have a consistent positive effect in comparison with no intervention, and to be more effective than or at least as effective as nonblended instruction for knowledge acquisition in health professions. Due to the large heterogeneity, the conclusion should be treated with caution.
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Benefits of social media on e-professionalism of health care professionals, identified in this scoping review as professional networking and collaboration, have been documented in previous research for physicians, nursing, or other health care professionals.
“The benefits of SM on e-professionalism of HCPs, identified in this scoping review as professional networking and collaboration, have been documented in previous research for physicians [121-123], nursing profession [124,125], or other HCPs [126-129].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [129]
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- Authors
- Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W.
- Affiliations
- Huazhong University of Science and Technology (CN)
- Corresponding author
- Yan, Weirong
- Venue
- Journal of Medical Internet Research
- Publisher
- JMIR Publications Inc.
- Published
- 2016-01-04
- Volume
- 18
- Issue
- 1
- Pages
- e2
- ISSN
- 1438-8871 (ISSN-L)
- PMC
- PMC4717286
- OpenAlex
- W2230405781
- Cited by
- 691
- References
- 108
- Citations by year
- 2026: 46 · 2025: 54 · 2024: 84 · 2023: 85 · 2022: 91 · 2021: 115 · 2020: 82 · 2019: 59 · 2018: 37 · 2017: 31 · 2016: 7
- FWCI
- 17.49
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Journal of Medical Internet Research (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Funders
- European Commission (2007–2013, FP7 2007-2013, FP7/2007, 281930)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- blended learning, health professions education, knowledge acquisition, online learning, face-to-face teaching, learning effectiveness, educational intervention design, publication bias, study quality heterogeneity, intervention duration, objective outcome assessment, peer discussion, interactivity, learner characteristics, student engagement, student satisfaction
- MeSH terms
- Education, Professional, Health Occupations, Humans, Education, Distance
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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