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

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.