Blended Learning in Medical Education: a Systematic Review

ABSTRACT

Blended learning has been increasingly considered as important in medical education, however, it has not yet been established when and how best to incorporate it. We performed a systematic review on the topic, in the period from January 2000 to October 2013. Most of the articles were published in the last five years and are reports of short term experiences in clinical areas of medical courses, showing a wide variety of instructional methods and presentations, as well as of evaluation processes of efficacy and results, mostly limited to the evaluation of student reaction and learning. It is not yet possible to say whether Blended Learning is better than face-to-face education, neither is it possible to clarify many of the issues still open about its use in medical education. It is necessary to spread the concept of Blended Learning, beyond the simple incorporation of technologies into face-to-face education. We also need to develop research agendas specifically for this learning modality in order to define its real contribution, as well as the most appropriate instructional methods for the various scenarios and demands of medical education.

Blended Learning; Medical Education; Systematic Review