Table 2.
Summary of Included Articles
| Reference Number | Author, Year (Country) | Aim | Participants | Skill | Data Collection Tools |
|---|---|---|---|---|---|
| 6 | Pei & Wu, 2019 (USA, UK, Spain, Brazil, Germany, China, Iran, Indonesia, India) | Exploring the efficacy of online learning in meeting learning outcomes compared to traditional teaching | Undergraduate medical students | Knowledge and skills | Systematic review and meta-analysis |
| 7 | Gamage et al., 2020 (Global) | Review of online teaching and lab practices pre-Covid and student experiences | Students and staff generally | General skills teaching | Review |
| 10 | McGann et al., 2021 (USA) | Explore the feasibility and efficacy of an online lab in teaching surgical skills | 3rd and 4th yr medical students (N = 86) | Identification of instruments, knot-tying and suturing | Survey of student knowledge, skill acquisition and competency |
| 19 | Björklund & Silén, 2021 (Sweden) | Explore student learning of interprofessional communication while working collaboratively with a virtual patient | Occupational therapy and physiotherapy students (N = 8) | Interprofessional communication | Recorded and transcribed student conversations and non-verbal communication |
| 27 | Dhar et al., 2021 | Literature review of virtual reality implementation, and student experiences, in medical training | Medical students | General practical and clinical skills, communication and physical examination | Review |
| 28 | Sebbani et al., 2021 (Morocco) | Explore student attitudes towards online learning | Health science students (N = 111) | General clinical skills | Questionnaire of student attitudes |
| 29 | Muflih et al., 2021 (Jordan) | Explore students’ attitudes towards online learning | Medical students (N = 1210) | General clinical skills and core competencies | Survey of student attitudes |
| 30 | Bdair, 2021 (Saudi Arabia) | Investigate student and staff perspectives of distance learning | Nursing students (N = 10) and staff (N = 10) | Psychomotor skills and core competencies | Semi-structured interviews |
| 31 | Bloomfield & Jones, 2013 (UK) | Attitudes and experiences of blended learning approach to clinical skills training | Postgraduate nursing students (N = 83) | Hand decontamination, oral medication administration, injection technique, physical hygiene, feeding a patient, aseptic technique, elimination needs, skin assessment and pressure area care | Questionnaire and focus groups for feedback on student perception and experience |
| 32 | Abbasi et al., 2020 (UAE, USA, UK, Australia, Canada, Egypt, Iraq, Malaysia, Nigeria, Pakistan, Saudi) | Explore student attitudes and satisfaction towards online learning during Covid-19 | Health science students (N = 1255) | General clinical and technical skills | Questionnaire on attitudes, perceptions, satisfaction |
| 33 | Abdelaziz et al., 2011 (Egypt) | Evaluate the effectiveness of an online learning programme against traditional teaching | 2nd year nursing students (N = 276) | Central venous pressure and electrocardiogram procedures | Questionnaire on knowledge, attitudes, opinions. Checklist on procedural steps |
| 34 | Rodriques-Fernandes et al., 2020 (Global) | Systematic review of digital microscopy as a learning and assessment tool | Medical and dental students | Identify and differentiate clinical features, diagnoses of specimens | Objective measures of student achievements, perceptions |
| 35 | Woodham et al., 2015 (UK) | Inform the development and use of virtual patients | Medical students (N = 119), teaching staff (N = 18) | Clinical reasoning skills | Surveys of student/staff perceptions |
| 36 | Reinhart et al., 2021 (Germany) | Explore student and staff attitudes and experiences with online learning | 5th yr medical students (N = 16) and teaching staff (N = 8) | Patient history taking, physical examination | Focus group discussions |
| 37 | Lehmann et al., 2013 (Germany) | Explore student and staff attitudes towards blended learning using virtual patients for skills training preparation | 5th yr medical students (N = 617) | Lumbar puncture, paediatric life support, bladder puncture | Student clinical examination, staff interviews |
| 38 | Londgren et al., 2021 (Europe and North America) | Investigate the efficacy of the FC approach in preparing students for clinical skill lab | Veterinary educators (N = 101) | General clinical skills | Survey of educator attitudes |
| 39 | Choi et al., 2021 (South Korea) | Evaluate the feasibility of using FC to provide respiratory system assessment content and explore student-centred learning pre- and post-FC | 2nd yr nursing students (N = 91) | Respiratory system assessment | Questionnaire with open-ended questions |
| 40 | Ali & John, 2019 (Bahrain) | Efficacy of online videos in for clinical skill competency and satisfaction | Nursing students (N = 26) | Hand washing, surgical bed making and nasogastric tube deeding | Competency skill evaluation checklist, satisfaction questionnaire, and focus group discussion. |
| 41 | Jang & Kim, 2014 (South Korea) | Explore student experience and attitudes towards using online videos for learning clinical skills | Medical students (N = 411) | Unspecified clinical skills | Semi-structured interviews and questionnaires of student attitudes |
| 43 | Zamberg, Schiffer, & Stoermann-Chopard, 2021 (Switzerland) | Explore student perceptions of and satisfaction with an online learning module in renal semiology | 2nd yr medical students (N = 105) | Renal semiology/nephrological semiology | Survey with open-ended questions. Video conferencing call to gather feedback on student perceptions and satisfaction |
| 44 | Posey & Pintz, 2017 (USA) | Explore student and faculty perceptions of a blended learning experience and student digital literacy skills | Nursing students (N = 36) and staff (N = 6) | Communication skills, collaboratively building patient cases, digital literacy | Student surveys of attitudes, pre- and post-program assessment of digital literacy, staff interviews |
| 45 | Dolan, Hancock & Wareing, 2015 (UK) | Evaluate the efficacy of delivering an ECG skills laboratory using online and traditional learning approaches | 1st yr health science students (N = 22) | ECG electrode placement and interpretation | MCQ and practical examination |
| 46 | Badowski, Rosslet & Reiland, 2021 (USA) | Examine student attitudes towards use of traditional clinical and manikin-based simulation experiences to meet learning outcomes | Nursing students (N = 97) | Communication skills | Clinical Learning Environment Comparison Survey |
| 47 | Wotton et al., 2010 (Australia) | Evaluate student experiences with high-fidelity simulations | 3rd yr nursing students (N = 300) | General clinical skills | Evaluation form with open questions |
| 48 | Schoening, Sittner & Todd, 2006 (USA) | Explore student attitudes towards a pre-term labour patient simulation compared to traditional teaching | Nursing students (N = 60) | Perform physical assessment, develop a care plan, critical thinking, delivery of preterm infant | Survey of learning objectives, open box comment for student perceptions |
| 49 | Reilly & Spratt, 2007 (Australia) | Student and staff perceptions and experiences of high-fidelity simulation to prepare for clinical practice. | 2nd yr nursing students (N = 41) and teaching staff (amount unspecified) | Patient care, communication skills | Survey and focus group discussion of perceptions |
| 50 | Kleinert et al., 2007 (USA) | Improve student self-efficacy and decrease perceived difficulty of treating children with developmental disorders | Dental students (N = 51) | Communication skills | Pre- and post- knowledge test, usability scale |
| 51 | Wise, McIvor, & Mangione, 2016 (USA) | Assess student usage and perceived value in using web-based simulation in medical education | Medical students (N = 138) | Clinical use of pulmonary artery catheters | Survey response of student perception |
| 52 | Arslan et al., 2018 (Turkey) | Student satisfaction with watching educational videos pre- or post- practical skills lab | Nursing students (N = 213) | Wound care | Questionnaire on satisfaction |