Abstract
This review explored research on e-learning (EL), blended learning (BL), and face-to-face learning (F2FL) as teaching strategies for physical examination (PE) in regard to skill, attitude, and knowledge outcomes of students and trainees in the health professions. A search was performed of CINAHL, PubMed, and ProQuest databases; 9 studies were reviewed. Findings revealed EL or BL compared with F2FL may be equally or more effective for PE skill acquisition. However, the results were inconsistent regarding the effectiveness of various teaching platforms on the PE user attitude and knowledge outcomes. Further research is needed to identify the best approaches to teach PE in dietetics education.