Introduction: Online learning modules are increasingly utilized for continuing education to enhance healthcare providers' patient management competencies. However, evidence of sustained practice improvements is limited. This literature review evaluated online learning's effectiveness in changing providers' skills and behaviors for patient care. Methods: Studies published over 20 years assessing the impact of online modules on diagnosis, treatment recommendations, referrals, or patient outcomes were reviewed. Outcomes of interest were skill decay over time, changes in management practices, and learner's self-reported benefits. Results: Information acquired from online learning persisted until a year before the gradual decline. Initial gains in diagnosis accuracy and guideline-concordant treatment rates diminished by 12 months. Among nurses, 75% reported lasting confidence improvements in blood loss estimation, but only 42% felt competent in judging severe hemorrhages. Conclusion: Online learning successfully disseminates foundational knowledge to spur short-term patient management skills. However, sustaining intrinsic practice changes requires recurring boosters and accountability mechanisms. Though beneficial for conveying information, online education should integrate long-term reinforcement strategies to bridge enduring knowing-doing gaps.