Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis

Context Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods A systematic review and meta‐analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random‐model effects, and moderators were explored through meta‐regression. Results A total of seven RCTs with 594 participants were included. At the post‐test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07‐0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post‐test levels (P for interaction > 0.05). Knowledge gains from pretest to post‐test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22‐0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24‐0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38‐0.83; P