Implementing Blended Learning in Health Professional Education: A Scoping Review

Abstract

This systematic scoping review analysed the current status of blended learning (BL) in health professions education (HPE). The benefits and feasibility of implementing BL in HPE were documented. Literature screening identified the essentials of implementing BL in HPE. This study implemented the recommended frameworks for conducting scoping reviews. A search strategy was established using keywords associated with the defined participants: health professions education students, blended learning, and entry-level graduate programmes. The search was conducted in the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, Emcare, Embase, PsycINFO, Scopus, Education Research Information Center (ERIC), and ScienceDirect. The titles, abstracts, and full texts were screened by two independent reviewers using Covidence software. Data were extracted from the included records using a predetermined data extraction form by two independent reviewers. The extracted data were evaluated and summarised in tabular and diagrammatic formats. A total of 164 full texts were screened, of which 59 studies met the inclusion criteria and were included in the report synthesis. Most of the studies were conducted in developed countries. The majority of the included studies were conducted in medical and nursing courses. Most studies used a quasi-experimental or non-randomised experimental design, with only four randomised controlled studies. The included studies used various theoretical frameworks. There were only two mixed-methods studies. Various tools were used to assess the impact of BL. Low levels of student satisfaction, increased learning load, lack of faculty members’ readiness and high costs were the challenges documented. Advantages, challenges, feasibility and methods of implementing BL were identified. Research gaps pertaining to BL in HPE were documented. Implementing BL in HPE may be feasible if designed and implemented according to multimodal theory.