Table 3 Effectiveness of eLearning among healthcare providers

Self-learning

To examine the satisfaction and motivation of healthcare providers in using OPEN Pediatrics (open-access medical eLearning platform)

Paediatricians reported a high frequency of motivation to access the platforms

[15]

Blended synchronous

To improve knowledge of health providers related to four major mental health problems

Significant increase in knowledge was reported

[52]

Blended learning

Assess HIV-TB eLearning impact on providers' satisfaction, skills, and practice

eLearning was an acceptable and effective modulus of capacity building and developing communities of practice to strengthen integrated care

[1]

Asynchronous

To evaluate the use of an evidence-based, smoking cessation eLearning education programme for oncology healthcare providers

The healthcare providers increased in knowledge and in confidence in successfully helping the patients to quit smoking

[10]

Synchronous

To investigate whether eLearning use among healthcare providers in resource-poor countries lead to improved diagnosis, management, and survival of children with severe acute malnutrition (SAM)

Improved care practices for children with SAM

[12]

Asynchronous

To assess if eLearning was effective in improving healthcare providers’ attitudes and practices

There was an improvement in the awareness and positive attitudes toward breastfeeding

[13]

Synchronous and self-learning

To determine the effect of a delirium eLearning tool on healthcare workers’ delirium recognition, knowledge, and care

Improved healthcare workers’ delirium recognition and knowledge

[18]

Asynchronous

To determine the feasibility of using an internet-based capacity building programme contributing to effective midwifery practices in the labour rooms

Introduction of dynamic birthing positions and improved capacity of midwives to be more proactive when working in interdisciplinary teams

[20]

Self-learning

To investigate the effect of the E-SOLAS training programme on physiotherapy managers’ confidence and knowledge in service delivering

There were significant increases in physiotherapists’ confidence and knowledge in delivery of all E-SOLAS intervention components

[28]

Blended asynchronous

To assess if e-courses were a viable method of providing continuing education in pharmacy

Knowledge increased after participation

[37]

Self-learning

Assess 'Breastfeeding Basics' impact on MCH providers' knowledge and baseline user knowledge

Improved knowledge

[39]

Blended synchronous and asynchronous

To verify if eLearning was able to enhance healthcare professionals’ alcohol-related problems knowledge

A significant increase in alcohol-related problems knowledge

[43]

Self-learning

To explore the changes in healthcare providers’ learning outcomes related to evidence-based breastfeeding support and promotion

Improved knowledge and self-efficacy

[59]

Blended synchronous

Assesses eLearning's impact on healthcare professionals' sexual attitudes and beliefs

Improvements in attitude and perceived knowledge and awareness of prostate cancers’ impact on sexual well-being

[34]

Blended learning

To introduce eLearning in advanced cardiac life support among healthcare professionals and assess its effectiveness

Effective in increasing the knowledge level on cardiac life support

[4]

Asynchronous

To evaluate the long-term effectiveness of an online national programme on infant nutrition for HCPs

Effectiveness in improving attitude and practice regarding the protection, promotion, and support of breastfeeding

[14]

Blended synchronous

To assess the feasibility and acceptability of Web-based training to support HIV education across multiple SSA countries

Increased attendance from 40 participants in Month 1 to over 160 in Month 10

[45]

Blended learning

To evaluate whether an eLearning training programme can improve TB health personnel’s knowledge and behaviour in China

Improved knowledge

[58]

Blended synchronous and asynchronous

To evaluate the effectiveness of eLearning in improving practices among healthcare providers

Effective in reinforcing the competence of healthcare providers

[54]

Blended learning

To identify the satisfaction among healthcare providers on eLearning platforms

Learners’ satisfaction

[33]

Self-learning

To describe the results of the nationwide deployment of the InStrat COVID-19 tutorial app to frontline health workers as a public health intervention during the COVID-19 pandemic in Nigeria

Improved knowledge

[42]

Self-leaning

To examine mental health clinicians

Effective at enhancing participants’ practices, such as assessing the impact of mental illness on parenting and child development and providing information and resources to families

[56]

Asynchronous

To examine eLearning effectiveness in helping allied health workers in the UK to report radionuclide bone scans

Improvement reporting of radionuclide bone scans

[17]

Synchronous

To evaluate the feasibility of implementing an interactive eLearning module on the management of lower back pain (LBP) in healthcare professionals in France and Belgium

Increase level of knowledge and positive beliefs about LBP

[22]

Blended asynchronous

To examine the effectiveness of implementing eLearning for MCH providers in Ukraine

Improved knowledge and awareness

[11]

Asynchronous

To examine self-directed eLearning at a tertiary hospital in Malawi

Improved clinical skills in patient management

[7]

Blended learning

To assess the influence of eLearning on the performance of healthcare providers in South Africa

Improved knowledge and skills

[40]

Blended asynchronous

Assesses the educational impact of an integrated eLearning course on EBM among postgraduates compared to a traditional lecture-based course in the UK and the Netherlands

No statistically significant difference between blended asynchronous and face-to-face lectures

[32]

Self-learning

To determine whether eLearning can be an effective means of improving the implementation of a quality improvement project in delirium care

Improved knowledge and screening of older patients with delirium

[56]

Synchronous

To develop an eLearning education programme for staff nurses at a 700-bed teaching medical centre in Taiwan

Nurses were satisfied with the eLearning programme. All nurses’ knowledge was high, and all passed nursing care skills. However, statistically significant differences were found only in teaching and learning and communication among nurses in eLearning platforms and face-to-face

[9]

Blended asynchronous and synchronous

To explore physiotherapists’ experiences with and perceptions of an eLearning programme

Physiotherapists expressed a high level of confidence and readiness to go into their first patient consultations using their new skills and knowledge they had acquired

[31]

Self-learning

To evaluate the effect of eLearning on knowledge on mental health issues as compared to lecture-based learning among occupational physicians in the Netherlands

Improved knowledge and care practices

[27]

Blended asynchronous

To examine the relationship between the use of an eLearning simulation programme (Microsim) prior to attending an Advanced Life Support (ALS) Course and the subsequent relationship to candidate performance in the UK

Improved understanding of ALS theory and skills

[44]

Blended synchronous

The effect of an eLearning-supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care in the Netherlands

Improved care practices for suicidal patients among mental healthcare providers

[16]