The technology-enhanced learning revolution in paediatrics, what do we know, what do we need to know: A scoping review

Introduction The use of technology-enhanced learning in medicine has expanded rapidly in recent years in response to emerging needs. This scoping review aims to synthesise and evaluate studies on the use of e-learning in undergraduate and postgraduate medical education in paediatrics. Methods A scoping review was conducted following the principles of the PRISMA tool, to synthesise and evaluate studies according to population, intervention and outcomes, both qualitative and quantitative. Studies were identified by systematic searching of EMBASE, Medline, Scopus, Cochrane and Thesis Proquest, and citation searching (N=547). Studies published between 2017 and April 2023 were included. Twenty studies met eligibility criteria and are included. Results Of the 20 studies, seven referred to undergraduate students, twelve to postgraduate trainees and one included both. Eight studies measured only qualitative outcomes, six measured both qualitative and quantitative and 6 only quantitative outcomes. One study focussed on educators. Heterogeneity between studies was significant. There was an increase in published studies following 2019, coinciding with increased e-learning due to the Covid-19 pandemic. No study measured patient outcome changes related to e-learning. Discussion With increased global use of technology-enhanced learning in paediatrics there is an urgent need for well conducted studies that provide credible and transferable evaluations detailing effects on learning and achievement. Further research could inform the development of a standard set of outcome measures for technology-enhanced learning in paediatrics.