Document Type : Review article

Authors

• MOHAMMAD YOUSEFI ^{1, 2}
• FATEME SHEYDAEE ³
• MEHRNOOSH KHOSHNOODIFAR ¹

¹ Department of E-Learning in Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

² Skull Base Research Center, The Five Senses Health Institute, School of Medicine, Iran University of Medical Sciences, Tehran, Iran;

³ Department of Medicine, School of Medicine, Semnan University of Medical Sciences, Semnan, Iran

Abstract

Introduction: Despite the growing reliance on e-learning and the paradigm-shifting impact of the COVID-19 pandemic on educational systems, there is a lack of up-to-date evidence on the
specific challenges that healthcare students confront in practical courses. Thus, this scoping review aims to address the challenges of E-learning among healthcare students post-pandemic and to
provide possible solutions.
Methods: This study was undertaken using the PRISMA Extension for Scoping Reviews (PRISMA-ScR) checklist. A search of English-language materials and peer-reviewed articles was performed from January 2020 to November 18, 2023, across five databases: PubMed, Web of Science, Scopus, ERIC, and EMBASE. Quality appraisal was done using JBI checklists.
Results: Of the 4,559 potential records, 95 articles were included in this study. Using thematic analysis, 12 themes were identified, including Rapid progression and obligatory shift, Physical and
mental problems of learners, Low digital literacy, Technical problems, Financial burden, Challenges of designing a practical course, Omission of learners’ feedback in Designing, Learning contents and adopted strategy challenges, Unpreparedness of users, Lack of engagement and distracting learning environment, Lack of users’ security and support, and Summative evaluation challenges.
Conclusion: Although a vast majority of literature highlights the effectiveness of E-learning courses, weaknesses such as engagement, interaction, development of practical skills, and
evaluation of challenges are mentioned in literature. Thus, the use of blended learning in the LMICs in conjunction with instructional models, like the ADDIE model, is strongly recommended
throughout the entire learning process to forecast upcoming challenges and prevent them, thereby boosting the quality of an E-learning course.

Highlights

MOHAMMAD YOUSEFI

MEHRNOOSH KHOSHNOODIFAR

Keywords

• Distance education
• Learning
• Students
• Medical education