Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.

<h4>Background & objective</h4>Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. Purpose of this study was to evaluate the effectiveness of BL in improving know...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Athira Balakrishnan, Sandra Puthean, Gautam Satheesh, Unnikrishnan M K, Muhammed Rashid, Sreedharan Nair, Girish Thunga
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/28cbcdaeab3f4a2082ad12802a6049b9
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:28cbcdaeab3f4a2082ad12802a6049b9
record_format	dspace
spelling	oai:doaj.org-article:28cbcdaeab3f4a2082ad12802a6049b92021-12-02T20:10:32ZEffectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.1932-620310.1371/journal.pone.0252461https://doaj.org/article/28cbcdaeab3f4a2082ad12802a6049b92021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0252461https://doaj.org/toc/1932-6203<h4>Background & objective</h4>Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. Purpose of this study was to evaluate the effectiveness of BL in improving knowledge and skill in pharmacy education.<h4>Methods</h4>PubMed/MEDLINE, Scopus and the Cochrane Library were searched to identify published literature. The retrieved studies from databases were screened for its title and abstracts followed by the full-text in accordance with the pre-defined inclusion and exclusion criteria. Methodological quality was appraised by modified Ottawa scale. Random effect model used for statistical modelling.<h4>Key findings</h4>A total of 26 studies were included for systematic review. Out of which 20 studies with 4525 participants for meta-analysis which employed traditional teaching in control group. Results showed a statistically significant positive effect size on knowledge (standardized mean difference [SMD]: 1.35, 95% confidence interval [CI]: 0.91 to 1.78, p<0.00001) and skill (SMD: 0.68; 95% CI: 0.19 to 1.16; p = 0.006) using a random effect model. Subgroup analysis of cohort studies showed, studies from developed countries had a larger effect size (SMD: 1.54, 95% CI: 1.01 to 2.06), than studies from developing countries(SMD: 0.44, 95% CI: 0.23 to 0.65, studies with MCQ pattern as outcome assessment had larger effect size (SMD: 2.81, 95% CI: 1.76 to 3.85) than non-MCQs (SMD 0.53, 95% CI 0.33 to 0.74), and BL with case studies (SMD 2.72, 95% CI 1.86-3.59) showed better effect size than non-case-based studies (SMD: 0.22, CI: 0.02 to 0.41).<h4>Conclusion</h4>BL is associated with better academic performance and achievement than didactic teaching in pharmacy education.Athira BalakrishnanSandra PutheanGautam SatheeshUnnikrishnan M KMuhammed RashidSreedharan NairGirish ThungaPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 6, p e0252461 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Athira Balakrishnan Sandra Puthean Gautam Satheesh Unnikrishnan M K Muhammed Rashid Sreedharan Nair Girish Thunga Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.
description	<h4>Background & objective</h4>Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. Purpose of this study was to evaluate the effectiveness of BL in improving knowledge and skill in pharmacy education.<h4>Methods</h4>PubMed/MEDLINE, Scopus and the Cochrane Library were searched to identify published literature. The retrieved studies from databases were screened for its title and abstracts followed by the full-text in accordance with the pre-defined inclusion and exclusion criteria. Methodological quality was appraised by modified Ottawa scale. Random effect model used for statistical modelling.<h4>Key findings</h4>A total of 26 studies were included for systematic review. Out of which 20 studies with 4525 participants for meta-analysis which employed traditional teaching in control group. Results showed a statistically significant positive effect size on knowledge (standardized mean difference [SMD]: 1.35, 95% confidence interval [CI]: 0.91 to 1.78, p<0.00001) and skill (SMD: 0.68; 95% CI: 0.19 to 1.16; p = 0.006) using a random effect model. Subgroup analysis of cohort studies showed, studies from developed countries had a larger effect size (SMD: 1.54, 95% CI: 1.01 to 2.06), than studies from developing countries(SMD: 0.44, 95% CI: 0.23 to 0.65, studies with MCQ pattern as outcome assessment had larger effect size (SMD: 2.81, 95% CI: 1.76 to 3.85) than non-MCQs (SMD 0.53, 95% CI 0.33 to 0.74), and BL with case studies (SMD 2.72, 95% CI 1.86-3.59) showed better effect size than non-case-based studies (SMD: 0.22, CI: 0.02 to 0.41).<h4>Conclusion</h4>BL is associated with better academic performance and achievement than didactic teaching in pharmacy education.
format	article
author	Athira Balakrishnan Sandra Puthean Gautam Satheesh Unnikrishnan M K Muhammed Rashid Sreedharan Nair Girish Thunga
author_facet	Athira Balakrishnan Sandra Puthean Gautam Satheesh Unnikrishnan M K Muhammed Rashid Sreedharan Nair Girish Thunga
author_sort	Athira Balakrishnan
title	Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.
title_short	Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.
title_full	Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.
title_fullStr	Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.
title_full_unstemmed	Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.
title_sort	effectiveness of blended learning in pharmacy education: a systematic review and meta-analysis.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/28cbcdaeab3f4a2082ad12802a6049b9
work_keys_str_mv	AT athirabalakrishnan effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis AT sandraputhean effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis AT gautamsatheesh effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis AT unnikrishnanmk effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis AT muhammedrashid effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis AT sreedharannair effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis AT girishthunga effectivenessofblendedlearninginpharmacyeducationasystematicreviewandmetaanalysis
_version_	1718374989562904576

Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.

Ejemplares similares