Effectiveness of E‐Learning in Undergraduate ENT Education: A Mixed‐Methods Systematic Review

Objective Ear, nose and throat (ENT) is often underrepresented in undergraduate medical curricula. E‐learning has emerged as a promising strategy to address this gap. This mixed‐methods systematic review aimed to evaluate the effectiveness of e‐learning in undergraduate ENT education. Data Sources MEDLINE, Embase, Education Research Complete, and Web of Science were searched. Review Methods The PRISMA guidelines were followed. Quantitative data were synthesized with a meta‐analysis of normalized gain scores to assess knowledge improvement. Qualitative findings were analyzed using thematic synthesis. Due to substantial heterogeneity, a narrative synthesis was performed for skills and confidence. Results Twenty‐nine studies fulfilled the inclusion criteria. Knowledge scores improved by 26.8% (95% CI 23.7%–30.0%, n = 13), which was considered low gain. Skill improvement was variable ( n = 6), while confidence consistently improved ( n = 5). Thematic synthesis identified four themes: (1) multimedia resources, (2) learner autonomy and self‐directed engagement, (3) technical barriers, and (4) blended learning models. Conclusion Knowledge and learner confidence improved with e‐learning. However, its impact on practical skills was limited. These findings support the integration of e‐learning as a complementary adjunct to clinical teaching.