Abstract
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. 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. 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). BL is associated with better academic performance and achievement than didactic teaching in pharmacy education.
Highlights
Evaluating the effectiveness of blended learning (BL), a thoughtful combination of both online and face-to-face instructions, is difficult because the components of BL can be extremely heterogeneous [1, 2]
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BL is associated with better academic performance and achievement than didactic teaching in pharmacy education
Summary
Evaluating the effectiveness of blended learning (BL), a thoughtful combination of both online and face-to-face instructions, is difficult because the components of BL can be extremely heterogeneous [1, 2]. For instance previous systematic reviews / meta-analyses on BL have included multiple techniques such as virtual face-to-face interaction, simulations, online instruction, e-mails, computer laboratories, mapping and scaffolding tools, computer clusters, interactive presentations, handwriting capture, class room web sites, and virtual apparatuses [3]. The learner is first exposed to online content, which will be reinforced during face-toface sessions [5]. 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
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