Perception of undergraduate dental students from digital learning vs. conventional learning: A systematic review and meta-analysis

Abstract

Background & Objective: This study aimed to compare the perception of undergraduate dental students with digital, blended, and conventional learning experiences. Materials & Methods: A search of the literature was performed in PubMed, Cochrane, Scopus, Web of Science, and Embase databases with keywords of study, yielding 3541 articles. Educational intervention studies that compared undergraduate dental students’ perceptions toward digital and traditional learning were included. The quality of articles was analyzed by the risk of bias 2 (ROB2). Using Comprehensive Meta-Analysis software and a random-effect model, 4 main outcomes of self-reported acquired knowledge, self-reported acquired competence, satisfaction level, and usefulness of learning were compared among the E-learning, blended, and conventional groups. The standardized mean difference (SMD) was calculated. The GRADE approach was used to analyze the certainty of evidence. Results: After removing the duplicates and assessing the abstract and full text of the articles, 23 articles were systematically reviewed, and 15 articles underwent meta-analysis. In quantitative analysis, 13 studies had a high risk of bias and 2 had some concern risk of bias. No significant difference was found among the E-learning, blended and conventional learning in self-reported acquired knowledge (SMD=0.19, 95% CI: -0.20-0.58, P=0.34), self-reported competence (SMD=-0.07, 95% CI: -0.57-0.43, P=0.77), satisfaction level (SMD=0.05, 95% CI: -0.42-0.31, P=0.77) or usefulness of learning (SMD=0.28, 95% CI: -0.72-0.15, P=0.2). Conclusion: No significant difference was noted among the E-learning, blended and conventional groups in self-reported acquired knowledge and competence, satisfaction level, and usefulness of learning to accord to the opinion of undergraduate dental students. However, considering the low level of evidence, the results should be interpreted with caution.