Effectiveness of Blended Learning in Biomedical Engineering: A Meta-Analysis

Abstract

The goal of this meta-analysis is to assess the effectiveness of blended learning in biomedical engineering. To that end, the PubMed and Medline databases were combed for relevant research through January 2022, and the eligible papers were picked using a rigorous PRISMA-based selection approach. Blended learning was compared to traditional teaching approaches in all of the research considered. As a consequence of the present search, eighteen research articles with a total of 3097 participants adopting blended learning for biomedical engineering education were dis-covered. Two studies were included from each of the following countries including Australia, Brazil, Germany, Spain and USA. While, one study from China, Denmark, France, KSA, Malaysia, Serbia, Turkey and United Kingdom was included. The results of a meta￾analysis employing random effects models revealed a significant difference between all blended learning and conventional learning methods [MD and its 95% CI were 2.36 (0.94, 3.78)]. The findings advised that biomedical engineering education stakeholders use an innovative teaching strategy based on digital pedagogies.