Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis

Area of Science:

• Medical Education
• Simulation-Based Training
• Competency-Based Education

Background:

• Individualized instruction is crucial for competency-based education.
• Mastery learning, a method ensuring proficiency before advancement, offers a path to individualization.
• Simulation-based medical education (SBME) is a key training modality.

Purpose of the Study:

• To quantitatively assess the outcomes of mastery learning SBME versus no intervention and nonmastery instruction.
• To identify effective features within mastery SBME.

Main Methods:

• A systematic literature search was conducted across multiple databases (MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus) and key journals.
• Included studies evaluated mastery SBME for health professionals, comparing it to interventions or no intervention.
• Data on trainees, instructional design, study design, and outcomes were abstracted in duplicate.

Main Results:

• Mastery SBME showed large effects on skills (ES 1.29) and moderate effects on patient outcomes (ES 0.73) compared to no intervention.
• Compared to nonmastery SBME, mastery learning yielded large skill benefits (ES 1.17) but demanded more time.
• Pretraining and additional practice enhanced outcomes but increased time; feedback and self-regulated learning showed mixed results.

Conclusions:

• Mastery learning SBME demonstrates superiority over nonmastery instruction in improving skills.
• The primary drawback of mastery learning SBME is the increased time commitment required.