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

Background objective: This study aimed to compare the perception of undergraduate dental students from digital, blended, and conventional learning experiences. Methods: A search of the literature was performed in PubMed, Cochrane, Scopus, Web of Science, and Embase databases for relevant articles, yielding 3541 articles. After removing the duplicates, and assessing the abstract and full text of the articles, 23 randomized clinical trials (RCTs) were systematically reviewed. The quality of articles was analyzed by ROB2. 15 articles underwent meta-analysis. Using Comprehensive Meta-Analysis software and 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: Twenty-three 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 according to the opinion of undergraduate dental students. However, considering the low level of evidence, the results should be interpreted with caution.