Impact of e-Learning or Blended Learning Versus Face-to-Face Learning in Regard to Physical Examination Skills, Knowledge, and Attitudes among Health Professions Students

Elizabeth Tenison, Riva Touger-Decker

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

This review explored research on e-learning (EL), blended learning (BL), and face-to-face learning (F2FL) as teaching strategies for physical examination (PE) in regard to skill, attitude, and knowledge outcomes of students and trainees in the health professions. A search was performed of CINAHL, PubMed, and ProQuest databases; 9 studies were reviewed. Findings revealed EL or BL compared with F2FL may be equally or more effective for PE skill acquisition. However, the results were inconsistent regarding the effectiveness of various teaching platforms on the PE user attitude and knowledge outcomes. Further research is needed to identify the best approaches to teach PE in dietetics education.

Original languageEnglish (US)
Pages (from-to)259-270
Number of pages12
JournalTopics in Clinical Nutrition
Volume33
Issue number3
DOIs
StatePublished - Jul 1 2018

All Science Journal Classification (ASJC) codes

  • Nutrition and Dietetics

Fingerprint

Dive into the research topics of 'Impact of e-Learning or Blended Learning Versus Face-to-Face Learning in Regard to Physical Examination Skills, Knowledge, and Attitudes among Health Professions Students'. Together they form a unique fingerprint.

Cite this