Details

Autor(en) / Beteiligte

• Barteit, Sandra
• Guzek, Dorota
• Jahn, Albrecht
• Bärnighausen, Till
• Jorge, Margarida Mendes
• Neuhann, Florian

Titel

Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review

Ist Teil von

• Computers and education, 2020-02, Vol.145, p.103726, Article 103726

Ort / Verlag

United States: Elsevier Ltd

Erscheinungsjahr

2020

Quelle

Access via ScienceDirect (Elsevier)

Beschreibungen/Notizen

• In low- and middle-income countries (LMICs), e-learning for medical education may alleviate the burden of severe health worker shortages and deliver affordable access to high quality medical education. However, diverse challenges in infrastructure and adoption are encountered when implementing e-learning within medical education in particular. Understanding what constitutes successful e-learning is an important first step for determining its effectiveness. The objective of this study was to systematically review e-learning interventions for medical education in LMICs, focusing on their evaluation and assessment methods. Nine databases were searched for publications from January 2007 to June 2017. We included 52 studies with a total of 12,294 participants. Most e-learning interventions were pilot studies (73%), which mainly employed summative assessments of study participants (83%) and evaluated the e-learning intervention with questionnaires (45%). Study designs, evaluation and assessment methods showed considerable variation, as did the study quality, evaluation periods, outcome and effectiveness measures. Included studies mainly utilized subjective measures and custom-built evaluation frameworks, which resulted in both low comparability and poor validity. The majority of studies self-concluded that they had had an effective e-learning intervention, thus indicating potential benefits of e-learning for LMICs. However, MERSQI and NOS ratings revealed the low quality of the studies' evidence for comparability, evaluation instrument validity, study outcomes and participant blinding. Many e-learning interventions were small-scale and conducted as short-termed pilots. More rigorous evaluation methods for e-learning implementations in LMICs are needed to understand the strengths and shortcomings of e-learning for medical education in low-resource contexts. Valid and reliable evaluations are the foundation to guide and improve e-learning interventions, increase their sustainability, alleviate shortages in health care workers and improve the quality of medical care in LMICs. •Most e-learning evaluations in low- and middle-income countries produce weak evidence.•Predominantly learner characteristics are evaluated with qualitative methods.•Multitude of outcome measures and evaluation methods are employed.•Evaluations following multi-dimensional approaches enable comprehensive insights.•Generating strong scientific evidence is key implementing e-learning successfully.