Effectiveness of Blended Learning Approach in Achieving Clinical Competencies of Health Professions Students: A Systematic Review of Experimental Studies

Multiple challenges to clinical education have occurred during and post-COVID-19 pandemic era.Blended learning is well-known for cognitive development.However, the role of blended learning for the development of clinical competencies is not clear.This review aims to evaluate the studies focusing on blended learning approaches compared to face-to-face and online-only instructional approaches to build clinical competencies in undergraduate health professional students.Studies were searched from CINAHL, PubMed, Scopus, Cochrane Library, HEC Library, and Google Scholar dated January 2013 to January 2023.The RCTs and quasi-experimental studies were included.All studies were assessed for quality using a medical education research quality instrument.Studies were abstracted and the descriptive results were presented.An initial search yielded 331 studies and 15 met the inclusion criteria; six were RCTs, and nine were quasi-experimental studies.Most papers came from Australia (n = 5).The following disciplines were included 5-nursing, 5-medical, 10 out of 15, three midwifery, one dental and one physiotherapy each.All studies yielded favorable mean quality scores of 14.40 and all were retained.Students generally had a positive view of blended learning and were satisfied and confident in achieving clinical competencies.Students exposed to blended learning approaches performed better on knowledge, skills, attitude, and practice than those in the conventional and online-only groups.The performance of students in the intervention arm was statistically higher than those in control group in 14/15 studies (P-Value < 0.05).There is a need for further research on blended learning in middle-and lower-income countries.