Table 1.
Characteristics of the included studies.
| Study, design, and country | Learning modality | Type of participants | Number of sites and participants | Intervention duration | Type of outcome | |
| Digital education versus traditional education | ||||||
|
|
Chaikoolvatana 2007 [25]; RCTa; Thailand | Ib: Computer based learning (CBL); Cc: face-to-face lectures | Final year pharmacy students | I: 43, C: 40 | I: 2 hours; C: 2 3-hour sessions; (over 2 months) | (1) Knowledge; (2) skills |
|
|
Desimone 2012 [29]; RCT; United States | I: PDAd version education materials; C: Printed materials | Internal medicine residents | I: 11, C: 11 | Over 1 month | Knowledge |
|
|
Diehl 2017 [34]; RCT; Brazil | I: Online game; C: Face-to-face lectures and activities | Primary Care Physicians | I: 94, C: 76 | 4 hours (over 3 months) | Skills |
|
|
Hibbert 2013 [30]; RCT; Australia | I: Training Video; C: No intervention (usual revision) | Second year medical students | I: 12, C: 10 | Over 2 Weeks | Skills |
|
|
Sperl-Hillen 2010 [26]; cRCTe; United States | I: Simulation Software; C: No intervention | Primary Care Physicians and their patients | I: 20 sites, (1847 patients), C: 21 sites, (1570 patients) | 5.5 days; (over 6 months) | Patient outcomes; Economic impact |
|
|
Sperl-Hillen 2014 [32]; cRCT; United States | I: Simulation software; C: No intervention (Not assigned learning cases) | Family/ internal medicine residents | I: 10 sites (177 residents), C: 9 sites (164 residents) | Over 6 months | Knowledge; Skills |
| Blended learning versus traditional education | ||||||
|
|
Gregory 2011 [28]; cRCT; United Kingdom | I: Web-based intervention and practical workshops; C: No intervention | Paediatric doctors, nurses, psychologists, dieticians, and their patients | I: 13 sites (356 patients), C: 13 sites (333 patients) | Over 12 months | Skills; Patient outcomes; Economic impact |
|
|
Ngamruengphong 2011 [33]; RCT; United States | I: Standard education+30 min didactic lecture, a pocket card, and monthly e-mail reminders that consisted of the lecture content; C: Standard residency education | Primary care residents | I: 20, C: 19 | Over 2 months | Knowledge |
| Digital education versus digital education | ||||||
|
|
Billue 2012 [21]; RCT United States; Estrada 2011[23]; RCT United States; Crenshaw 2010[22]; RCT; United States | I: Web-based intervention with feedback; C: Web-based intervention without feedback | Family/ general/ internal medicine physicians | I: 48 physicians (479 patients), C: 47 physicians (466 patients) | Over 2 years | Patient outcomes |
|
|
Brendenkamp 2013 [31]; RCT; United States | I: Simulation (High fidelity Mannequin); C: Web-based intervention | Staff nurses | I: 47, C: 49 | Not reported | Knowledge |
|
|
Schroter 2011 [27]; RCT; United Kingdom | I: Web-based learning + Diabetes Needs assessment tool (DNAT); C: Web-based learning without DNAT | Diabetes doctors and nurses | I: 499, C: 498 | Over 4 months | Knowledge |
| Blended learning versus digital education versus traditional education | ||||||
|
|
O'Connor 2009 [24]; RCT; United States | Group A: No intervention; Group B: Simulated web-based learning; Group C: simulated case-based physician learning + physician opinion leader feedback | Primary care physicians and their patients | Group A: 100 physicians, 691 patients; Group B: 100 physicians, 725 patients; Group C: 99 physicians, 604 patients | Not reported | Patient outcomes |
aRCT: randomized controlled trial.
bI: intervention group.
cC: control group.
dPDA: Personal Digital Assistance.
ecRCT: cluster RCT.