This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
This Campbell systematic review examines the effectiveness of e-learning in improving evidence-based health care (EBHC) knowledge and practice.
Compared to no learning, pure e-learning improves EBHC knowledge and skills but not attitudes and behaviour. Pure e-learning is no better than face-to-face learning in improving any of the primary outcomes.
Blended learning is better than no learning for improving EBHC knowledge, skills, attitude and behaviour; and is better than face-to-face learning in improving attitudes and behaviour.
Compared to pure e-learning, blended learning improves EBHC knowledge. It is not clear which elearning components are most effective in improving outcomes.
However, the included studies were of moderate to low quality, with a small number of studies included in each analysis, and imprecision and inconsistency of results in all comparisons.
These shortcomings need to be taken into consideration when interpreting the results
