Quality of randomised controlled trials in medical education reported between 2012 and 2013: a systematic review protocol

Tolsgaard, Martin G.; Ku, Cheryl; Woods, Nicole N.; Kulasegaram, Kulamakan; Brydges, Ryan; Ringsted, Charlotte

doi:10.1136/bmjopen-2014-005155

Cited by 6 publications

(8 citation statements)

References 17 publications

(29 reference statements)

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“…Reference for Instructional Materials Used 13. Theoretical underpinnings of intervention a Modeled closely from Boutron et al [ 94 ] and Tolsgaard et al [ 95 ] …”

Section: Methodsmentioning

confidence: 99%

Systematic review of control groups in nutrition education intervention research

Byrd‐Bredbenner

Spaccarotella

et al. 2017

Int J Behav Nutr Phys Act

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BackgroundWell-designed research trials are critical for determining the efficacy and effectiveness of nutrition education interventions. To determine whether behavioral and/or cognition changes can be attributed to an intervention, the experimental design must include a control or comparison condition against which outcomes from the experimental group can be compared. Despite the impact different types of control groups can have on study outcomes, the treatment provided to participants in the control condition has received limited attention in the literature.MethodsA systematic review of control groups in nutrition education interventions was conducted to better understand how control conditions are described in peer-reviewed journal articles compared with experimental conditions. To be included in the systematic review, articles had to be indexed in CINAHL, PubMed, PsycINFO, WoS, and/or ERIC and report primary research findings of controlled nutrition education intervention trials conducted in the United States with free-living consumer populations and published in English between January 2005 and December 2015. Key elements extracted during data collection included treatment provided to the experimental and control groups (e.g., overall intervention content, tailoring methods, delivery mode, format, duration, setting, and session descriptions, and procedures for standardizing, fidelity of implementation, and blinding); rationale for control group type selected; sample size and attrition; and theoretical foundation.ResultsThe search yielded 43 publications; about one-third of these had an inactive control condition, which is considered a weak study design. Nearly two-thirds of reviewed studies had an active control condition considered a stronger research design; however, many failed to report one or more key elements of the intervention, especially for the control condition. None of the experimental and control group treatments were sufficiently detailed to permit replication of the nutrition education interventions studied.ConclusionsFindings advocate for improved intervention study design and more complete reporting of nutrition education interventions.Electronic supplementary materialThe online version of this article (doi:10.1186/s12966-017-0546-3) contains supplementary material, which is available to authorized users.

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“…Reference for Instructional Materials Used 13. Theoretical underpinnings of intervention a Modeled closely from Boutron et al [ 94 ] and Tolsgaard et al [ 95 ] …”

Section: Methodsmentioning

confidence: 99%

Systematic review of control groups in nutrition education intervention research

Byrd‐Bredbenner

Spaccarotella

et al. 2017

Int J Behav Nutr Phys Act

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“…Acquiring basic clinical skills is the primary mission of medical students. 1 Historically, education has been considered as a solemn endeavour, and using humour in the learning process has not been valued or encouraged. In recent years, there has been a shift in societal attitudes towards the adoption of a more relaxed learning environment and an increased emphasis on making learning more enjoyable.…”

Section: Introductionmentioning

confidence: 99%

Use of humour in medical education: a survey of students and teachers at a medical school in China

Yan-ping

Lei

et al. 2017

BMJ Open

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ObjectiveHumour is a powerful resource in medical education. The purpose of this study is to investigate what students and teachers think about the use of humour. What challenges do teachers face in using humour and how they address them are also the subject of the present study.DesignSeparate cross-sectional questionnaire surveys.SettingTongji Medical College and Tongji Hospital in China.Participants327 students at Tongji Medical College and 165 physician teachers at Tongji Hospital in China.Main outcome measuresThe primary study outcome was assessed by proportion.Results87% of student and teacher respondents agreed with using humour in the didactic setting. They felt humour fostered a positive didactic atmosphere. Interesting clinical case was the most frequently used humour type by teachers and considered the most effective by students. Lack of humorous materials related to the lecture subject was the main challenge to humour use cited by teachers. Collecting humorous materials in teacher’s daily work and life, observing teachers with a reputation for successfully using humour, and efficiently using the internet-enhanced humour use ability.ConclusionThe present study confirms that most medical students and physician teachers support the use of humour in medical didactics, with particular strategies aiding its use and positive impact.

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“…However, some scholars have put forward different opinions [ 21 , 22 ] about the use of randomized experiments in education research, and suggested that blinding both the teacher and the student could be impossible [ 23 ]. For this reason, the scores of the Jadad scale may not adequately indicate the quality of the studies included in the meta-analysis.…”

Section: Methodsmentioning

confidence: 99%

Application of case-based learning in psychology teaching: a meta-analysis

Wu,

Wang,

Yin

et al. 2023

BMC Med Educ

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Background Case-based learning (CBL) has been found to be effective for many subjects, but there is currently a lack of evidence regarding its utility in psychology education. The present study investigated whether CBL pedagogy can improve students’ academic performance in psychology courses compared to the traditional teaching methods. Methods A systematic review and meta-analysis were conducted to investigate the effectiveness of CBL in psychology teaching. Databases including PubMed, Embase, Web of Science, China National Knowledge Infrastructure (CNKI), the VIP database, and Wanfang data were searched to find eligible randomized controlled trials. Pooled effect estimates were calculated using Hedges’ g under the random effects model, and a subgroup analysis was carried to investigate the heterogeneity among studies. Results Fifteen studies with 2172 participants, 1086 in the CBL group and 1086 in the traditional lecture-based teaching group, were included in the meta-analysis. Students in the CBL group scored significantly higher on exams than those in the lecture-based group [Hedges’ g = 0.68, 95%CI (0.49, 0.88), p < 0.00]. Relatively high heterogeneity was noted among the included studies. Publication bias was examined by the funnel plot and Egger’s test, but did not significantly influence the stability of the results. A subsequent evaluation using the trim-and-fill method confirmed that no single study was skewing the overall results. A qualitative review of the included studies suggested that most students in the CBL group were satisfied with the CBL teaching mode. Conclusions This meta-analysis indicated that the CBL pedagogy could be effective in psychology education, and might help increase students’ academic scores, while encouraging a more engaging and cooperative learning environment. At present, the application of CBL in psychology education is in its initial stage. Problems related to the curriculum itself, research methodology, and challenges faced by both teachers and learners have confined its practice. Fully tapping into the strengths of CBL in psychology teaching will require additional work and advancing research.

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Quality of randomised controlled trials in medical education reported between 2012 and 2013: a systematic review protocol

Cited by 6 publications

References 17 publications

Systematic review of control groups in nutrition education intervention research

Systematic review of control groups in nutrition education intervention research

Use of humour in medical education: a survey of students and teachers at a medical school in China

Application of case-based learning in psychology teaching: a meta-analysis

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