The Impact of Instructor Participation on the Effectiveness of Online Learning Implementation For Medical Students: A Systematic Review

Under the “Healthy China” background, great changes have occurred in medical education. Online Learning has become a new form of teaching in major medical schools and medical institutions, which strongly promotes the development of medical education. It has become a topic of common concern for medical education researchers in various countries. However, fewer studies systematically review the existing literature on the influencing factors of the implementation effect of Online Learning for standardised residency training, especially from the view of the instructor. Therefore, this study used a systematic review approach conducted according to the PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analyses) publication standard. Three databases (Scopus, Web of Science, and CNKI) were used to screen the articles in this study. Twenty-two relevant studies were analyse to determine the factors influencing online Learning in residency training. The study focused on the factors that influence the instructor's participation of the effectiveness of implementing online Learning. According to the thematic analysis, the factors are categorised into three areas: the ability to teach online, the management of the online teaching process, and the quality of online teaching. Based on the results of the study, three optimisation suggestions are proposed: instructors' participation in online teaching training, integration, and optimisation of course resources by the management department; redesign of classroom teaching according to the individual characteristics of Online Learning; further enhancement of the self-management ability of resident physicians, which provide theoretical support for the reform of information technology in the hospital management department, and provide a relevant reference for the innovation and development of the current medical education.