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A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

机译：对因素的系统综述 - 使能力和障碍 - 影响卫生科学教育的电子学习

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Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology – regardless of learners’ geographical locations and timescale – to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors – enablers and barriers – affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using ‘Textword’ and ‘Thesaurus’ search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors – enablers and barriers – about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners’ motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.
机译：最近，在高等教育中，已经给予了很多关注，因为它提供了更好地访问在线学习资源，利用技术 - 无论学习者的地理位置和时间尺度 - 加强学习如何。现在已成为医疗，牙科，公共卫生，护理和其他盟军卫生专业人员的教育主流的一部分。尽管有了不断增长的证据，声称电子学习与传统学习手段有效，但证据具有非常有限的证据，以及电子学习何时以及如何增强教学和学习。该系统审查旨在识别和综合对医学文献报告的卫生科学教育（EL-HSE）的电子学习的因素和障碍。从1980年到2019年，使用'emperse Textword'和'撰写的搜索条款。符合以下标准的所有原始文章包括：（1）电子学习在卫生科学教育中实施，（2）对因素和障碍的调查 - 关于与学习绩效或结果相关的EL-HSE。在PRISMA指南之后，搜查了相关的发布和未发表的论文。利用QualsyST工具提取和质量提取数据，并合成进行主题分析。在确定的985条记录中，筛查了总共162个引文，其中57名被发现与本研究有关。主要证据基础包括24篇论文，其中有两大类，识别，推动者和障碍，在八个单独的主题下：促进学习;在实践中学习;系统学习方法;将电子学习融入课程;可怜的动力和期望;资源密集型;不适合所有学科或内容，缺乏IT技能。本研究确定了对电子学习影响的因素：学习者与促进者之间的互动和合作;考虑学习者的动力和期望;利用用户友好的技术;并将学习者放在教育学中心。更重要的范围是更好地理解与电子学习相关的推动者和促进者有关的问题，以及制定适当的政策和倡议，以建立最佳，如何以及在最佳选择，创造更广泛的框架，以使电子学习有效。

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