Table 2.

Kirkpatrick level 1 learning outcomes from studies included in the scoping review

Positive

Convenient and efficient method of learning and solving difficult clinical problems [10, 19, 23, 29, 32]

Enables learning by numerous means;

- By revision [17, 31]

- By Q&A problem solving strategy [17]

- By preplanned curriculum [23, 30] or by adapting to an evolving curriculum [31]

- By using multimedia tools to explain complex concepts [31]

- By teacher-learner and learner-learner model [23]

- By learning in a legitimate, collaborative, social, online group space [23, 25, 31]

- By deconstructing hierarchy, reducing inhibitions and encouraging active involvement by all grades of learner [21, 26, 31]

- By obtaining links to relevant learning material [10, 23, 26]

Enables assessment;

- Formative assessment within discussions [21, 24, 30]

- Summative assessment tool, especially as a method for measuring learner engagement/participation in discussions [17, 31]

Negative

Intrusiveness and interference with routine clinical work [24, 31]

Large volume of learning material can impede learning [23, 25]

Concerns about breaching patient confidentiality [24, 26]

Effective learning depends on “completion” of a discussion topic which does not always happen [26]