Authors
Guillaume Fontaine, Sylvie Cossette, Marc-André Maheu-Cadotte, Tanya Mailhot, Marie-France Deschênes, Gabrielle Mathieu-Dupuis, José Côté, Marie-Pierre Gagnon, Veronique Dubé
Publication date
2019/8/1
Source
BMJ open
Volume
9
Issue
8
Pages
e025252
Publisher
British Medical Journal Publishing Group
Description
Objective
Although adaptive e-learning environments (AEEs) can provide personalised instruction to health professional and students, their efficacy remains unclear. Therefore, this review aimed to identify, appraise and synthesise the evidence regarding the efficacy of AEEs in improving knowledge, skills and clinical behaviour in health professionals and students.
Design
Systematic review and meta-analysis.
Data sources
CINAHL, EMBASE, ERIC, PsycINFO, PubMed and Web of Science from the first year of records to February 2019.
Eligibility criteria
Controlled studies that evaluated the effect of an AEE on knowledge, skills or clinical behaviour in health professionals or students.
Screening, data extraction and synthesis
Two authors screened studies, extracted data, assessed risk of bias and coded quality of evidence independently. AEEs were reviewed with regard to their topic, theoretical framework and adaptivity …
Scholar articles
G Fontaine, S Cossette, MA Maheu-Cadotte, T Mailhot… - BMJ open, 2019