Resumo
Technological advancement has increased access to education worldwide. However, most resource-constrained countries have faced challenges in adopting e-learning in health-related disciplines because they lack knowledge on how to apply it in their settings. The review evaluated the implementation and outcomes of blended learning in healthcare education across undergraduate and postgraduate levels. PubMed Central, Google Scholar, and Scopus databases were used to search literature by PRISMA, and thematic analysis was conducted. The systematic review identified 9,689 citations, with 104 articles initially deemed potentially eligible. Following full-text screening, 29 publications were reviewed, including 15 reviews and 14 studies. The studies spanned various healthcare disciplines, predominantly focusing on nursing and medicine undergraduate programs. However, most implementations were subject-specific rather than encompassing entire curricula. The review highlights significant geographical disparities, with most studies originating from high-income countries. The community of inquiry guided effective blended learning strategies, enhancing interaction, critical thinking, and instruction. Digital tools like Moodle, Blackboard, telehealth, and gamification were integral to the implementation process. Blended learning demonstrated effectiveness in improving knowledge, problem-solving abilities, and student satisfaction, offering flexibility and increased access compared to traditional methods. Despite technological, social, and organizational challenges, blended learning bridges the gap between face-to-face and online learning, presenting opportunities for enhanced educational strategies and reaching geographically dispersed students. Further research is needed to optimize blended learning implementation and address existing challenges, particularly in resource-constrained settings.