Blended learning for accredited life support courses - A systematic review.

ABSTRACT:

Aim

To evaluate the effectiveness on educational and resource outcomes of blended compared to non-blended learning approaches for participants undertaking accredited life support courses.

Methods

This review was conducted in adherence with PRISMA standards. We searched EMBASE.com (including all journals listed in Medline), CINAHL and Cochrane from 1 January 2000 to 6 August 2021. Randomised and non-randomised studies were eligible for inclusion. Study screening, data extraction, risk of bias assessment (using RoB2 and ROBINS-I tools), and certainty of evidence evaluation (using GRADE) were all independently performed in duplicate. The systematic review was registered with PROSPERO (CRD42022274392).

Results

From 2,420 studies, we included data from 23 studies covering

SUBMITTER: Elgohary M 

PROVIDER: S-EPMC9112020 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature