A meta-analysis for comparing effective teaching in clinical education

Abstract

Aim: Many factors affect learning outcomes, however studies comparing the effectiveness of different clinical teaching methods are limited. We utilize the list of influences on educational achievement compiled by John Hattie to inform a meta-analysis of learning effect sizes (ESs) associated with teaching-learning factors (TLFs) in clinical education. Methods: A literature search was conducted in PubMed to identify articles examining clinically relevant TLFs. Selection criteria were applied to identify learner-focused studies, with subsequent categorization by study design (pretest–posttest or controlled group). The Cohen’s ES (d) for each TLF was extracted and a pooled ES determined. Results: From 3454 studies, 132 suitable articles enabled analysis of 16 TLFs’ ESs. In general, ESs derived from pretest–posttest data were larger than those from controlled group designs, probably due to learner maturation effect. The TLFs of mastery learning, small group learning and goal settings possessed the largest ESs (d ≥ 0.8), while worked examples, play programs, questioning, concept mapping, meta-cognitive strategies, visual-perception programs and teaching strategies demonstrated ESs between 0.4 and 0.8. Conclusions: This is the first study to provide a rigorous and comprehensive overview of the effectiveness of TLFs in clinical education. We discuss the practical traits shared by effective TLFs which may assist teaching design. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Not provided

Index Keywords

Teaching learning human medical education procedures Humans Systematic Review Article Vocational education education controlled study medical profession Health Occupations human experiment Educational Measurement meta analysis Education, Medical Medline clinical education Education, Professional comparative effectiveness effect size pretest posttest design vision achievement concept mapping maturation

Author Affiliations

Office of Medical Education, UNSW Sydney, Sydney, NSW, Australia, Centre for Medical and Health Sciences Education, University of Auckland, Auckland, AUK, New Zealand

Office of Medical Education, UNSW Sydney, Sydney, NSW, Australia

UNSW Sydney, Sydney, NSW, Australia, Department of Endocrinology, UNSW Medicine, Kensington, NSW, Australia

Funding & Acknowledgements

Grant: 105-Y-A-005

This study was supported by a scholarship from Taipei Veterans General Hospital-National Yang-Ming University Excellent Physician Scientists Cultivation Program [105-Y-A-005] (to P.-H H).

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A meta-analysis for comparing effective teaching in clinical education

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