Alberto Vaona|Rita Banzi|Koren Hyogene Kwag|Giulio Rigon|Danilo Cereda|Valentina Pecoraro|Irene Tramacere|Lorenzo Moja
E-learning for health professionals
University of Verona|Mario Negri Institute for Pharmacological Research|Istituto Ortopedico Galeazzi|University of Verona|Mario Negri Institute for Pharmacological Research|Fondazione IRCCS Istituto Neurologico Carlo Besta|Mylan (Switzerland)
use elearning defined educational intervention mediated electronically via internet steadily increased among health professionals worldwide several studies attempted measure effects elearning medical practice often associated large positive effects compared intervention small positive effects compared traditional learning without access elearning however results conclusiveto assess effects elearning programmes versus traditional learning licensed health professionals improving patient outcomes health professionals behaviours skills knowledgewe searched central medline embase five databases three trial registers july 2016 without restrictions based language status publication examined reference lists included studies relevant reviews necessary contacted study authors collect additional information studiesrandomised trials assessing effectiveness elearning versus traditional learning health professionals excluded nonrandomised trials trials involving undergraduate health professionalstwo authors independently selected studies extracted data assessed risk bias graded certainty evidence outcome using grade approach standardised outcome effects using relative risks risk ratio rr odds ratio standardised mean difference smd possiblewe included 16 randomised trials involving 5679 licensed health professionals 4759 mixed health professionals 587 nurses 300 doctors 33 childcare health consultantswhen compared traditional learning 12month followup lowcertainty evidence suggests elearning may make little difference following patient outcomes proportion patients lowdensity lipoprotein ldl cholesterol less 100 mgdl adjusted difference 40 95 confidence interval ci 03 79 n 6399 patients 1 study proportion glycated haemoglobin level less 8 adjusted difference 46 95 ci 15 98 3114 patients 1 study 3 12month followup lowcertainty evidence indicates elearning may make little difference following behaviours health professionals screening dyslipidaemia 090 95 ci 077 106 6027 patients 2 studies treatment dyslipidaemia 115 95 ci 089 148 5491 patients 2 studies uncertain whether elearning improves reduces health professionals skills 2912 health professionals 6 studies lowcertainty evidence may make little difference health professionals knowledge 3236 participants 11 studies lowcertainty evidencedue paucity studies data unable explore differences effects across different subgroups owing poor reporting unable collect sufficient information complete meaningful risk bias assessment quality criteria evaluated risk bias unclear studies classified largest trial low risk bias missing data represented potential source bias several studieswhen compared traditional learning elearning may make little difference patient outcomes health professionals behaviours skills knowledge even elearning could successful traditional learning particular medical education settings general claims inherently effective traditional learning may misleading