A literature search was conducted on PubMed, CINAHL and ERIC databases. Inclusion was limited to research studies in which e-learning was the major educational / pedagogical approach and that it presented evidence of the effects of e-learning in practical or clinical subjects. Twentyfour studies were included in the review. The data were analyzed using inductive content analysis. The three main categories identified through the content analysis were pedagogical, content and usability related good practices.

The results indicated that the students’ knowledge and skill requirements need to be considered, a simple-to-complex or simple-to-deep design could be preferable in e-learning. The importance of authenticity and realism of the materials was considered important. Students preferred unlimited accessibility, allowing flexibility of their study time and ease of use also with mobile devices. It was emphasized that the content should keep students behaviorally engaged through various activities and instant feedback.

As a conclusion, pedagogical, content and usability related good practices need to be implemented to keep students behaviorally engaged with e-learning material to acquire clinical skills.