Using e-learning methods for physiotherapy students learning – a systematic review and meta-analysis of the impact on knowledge, skills, satisfaction and attitudes

Abstract

Aim

To assess the effectiveness of e-learning methods in comparison with traditional learning on physiotherapy students’ knowledge, skills and satisfaction/attitude.

Methods

Seven databases including PubMed, Web of Science, Embase, Scopus, ProQuest, Ovid SP and Cochrane were searched until October 2021. Randomised controlled trials (RCTs) that compared e-learning with traditional learning or another form of digital education among physiotherapy students and assessed knowledge, skills and satisfaction/attitude were included. Cochrane effective practice and organisation of care tool was used to assess risk of bias.

Results

Nineteen RCTs were included. The results suggested that blended learning approach is better than traditional methods for improving skills and satisfaction/attitude in physiotherapy students, with moderate to low level of evidence. There was no difference between blended learning and traditional learning for knowledge acquisition. Pure e-learning revealed an equal result with traditional learning in all measured outcomes. Due to limited number of studies that compared one e-learning method with another form of digital education, the findings were inconclusive.

Conclusion

e-Learning methods made changes in knowledge, skills, satisfaction/attitude. Based on moderate to low evidence, blended learning method may be more effective than traditional learning in terms of skill acquisition and satisfaction/attitude.

Keywords:

• e-Learning
• education
• knowledge
• attitude
• meta-analysis

Ethical approval

Ethical approval was not sought for this study as it is a systematic review

Disclosure statement

The authors report no conflicts of interest.