BACKGROUND Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology - regardless of learners' geographical locations and timescale - to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors - enablers and barriers - affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. METHODS A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors - enablers and barriers - about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. RESULTS Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. CONCLUSIONS This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

中文翻译：

---

对健康科学教育中影响电子学习的因素（促成因素和障碍）进行系统的审查。

背景技术近来，由于其提供更好的在线访问学习资源的机会，因此利用高等教育技术中的电子学习，无论学习者的地理位置和时间长短如何，都可以提高学习水平。现在，它已成为健康科学教育的主流，包括医学，牙科，公共卫生，护理和其他专职健康专业人员。尽管越来越多的证据声称电子学习与传统的学习方法一样有效，但是关于什么有效，何时以及如何促进学习的教学的证据非常有限。这项系统的审查旨在确定和综合医学文献中已报道的影响健康科学教育（el-HSE）中电子学习的因素-促成因素和障碍。方法对1980年至2019年在MEDLINE，EMBASE，联合与补充医学，DH-DATA，PsycINFO，CINAHL和Global Health中在卫生科学教育（el-HSE）上在线学习的文章进行系统综述“文字”和“词库”搜索词。所有符合以下条件的原始文章均包括在内：（1）在健康科学教育中实施了电子学习，并且（2）对与学习成绩或学习成果相关的e-HSE的因素（促成因素和障碍）进行了调查。遵循PRISMA指南，检索了相关的已发表和未发表的论文。使用QualSyst工具提取数据并进行质量评估，然后综合进行主题分析。结果在确定的985条记录中，共筛选了162条引用文献，其中有57个与这项研究有关。主要的证据基础包括24篇论文，根据八个单独的主题确定了两个主要类别，即促成因素和障碍：在实践中学习；系统的学习方法；将电子学习纳入课程；动机和期望不佳；资源密集型；不适合所有学科或内容，并且缺乏IT技能。结论本研究确定了影响电子学习的因素：学习者与促进者之间的互动与协作；考虑学习者的动机和期望；利用用户友好的技术；并将学习者置于教学法的中心。有很大的空间可以更好地了解与电子学习相关的促成因素和促进者相关的问题，