Mapping the Knowledge Structure of Online Learning Research in Health Sciences Education: A Bibliometric Network Analysis

Online learning has become a vital tool in health sciences education, transforming access to content and pedagogical approaches across medicine, nursing, pharmacy, dentistry and more. This bibliometric analysis aimed to illuminate the knowledge structure underlying research on online learning across various health disciplines. Using the Web of Science and Scopus databases, 2,436 publications from 1981 to 2024 were analysed for trends, contributors, citations, and conceptual themes. Results showed an exponential growth trajectory, indicating the rising prominence of e-learning research. The United States led in terms of productivity, followed by other Western nations and emerging countries. Highly cited works established e-learning’s viability if well-implemented, but uncertainties regarding competency development and blended models remained. Analysis of author keywords revealed a multidimensional scope spanning technologies, pedagogy, learner experiences, pandemic impacts, assessments, and health disciplines. However, comparative research across fields and stakeholder perspectives beyond academia is limited. While the exponential growth of the knowledge base confirms e-learning’s increasing role in transforming health professions education, critical gaps persist regarding equitable access, infrastructure, faculty training, blended models, competency tracking, and translating evidence into practice. Proactive efforts that engage diverse stakeholders, strengthen developing country participation, utilise mixed methods, and address persistent challenges are vital future directions. This bibliometric analysis provides valuable insights into the structure and evolution of research on integrating online learning in the health professions.