PURPOSE
The COVID?19 pandemic accelerated the adoption of technology?enhanced and
hybrid active learning strategies in medical education, engaging students in
a dynamic, interactive learning process. This systematic review examines how
these approaches have been implemented in online and hybrid formats and their
reported effectiveness in the post?pandemic era.
METHODS
In accordance with PRISMA guidelines, we conducted a systematic review from
January to August 2025 and included 175 studies from various geographical
regions and medical disciplines. Eligible designs encompassed randomized
controlled trials, observational studies, and qualitative analyses addressing
online learning, blended learning, flipped classrooms, and simulation?based
learning.
RESULTS
Across the 175 studies, technology?enhanced education increased flexibility
and accessibility for learners and enabled more interactive, student?centered
experiences. However, it also presented challenges, including disparities in
technological access and difficulty maintaining student engagement,
particularly in fully online environments. Hybrid and hybrid-flexible models
that combined online components with face?to?face instruction were frequently
described as particularly effective, leveraging the strengths of both
modalities.
CONCLUSION
The pandemic acted as a catalyst for redesigning learning spaces in medical
education, embedding active learning strategies within technology?enhanced
and hybrid formats. The included studies highlight both the potential and
limitations of these approaches and point to gaps such as the scarcity of
long?term evaluations and limited integration of emerging tools like virtual
and augmented reality. Based on this synthesis, we outline considerations for
integrating effective active learning strategies into medical curricula and
for supporting faculty and students as they navigate evolving post?pandemic
learning environments.