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A meta-analysis for comparing effective teaching in clinical education
Pin-Hsiang Huang1, Matthew Haywood1, Anthony O'Sullivan2,3
1Office of Medical Education, University of New South Wales , Sydney , Australia.
Mastery learning, small group learning, and goal setting are effective clinical teaching methods, showing significant learning effect sizes (ESs). This study provides a comprehensive overview of teaching-learning factors (TLFs) in clinical education.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Numerous factors influence educational outcomes, yet comparative studies on clinical teaching method effectiveness are scarce.
- John Hattie's list of influences on educational achievement provides a framework for evaluating teaching-learning factors (TLFs).
Purpose of the Study:
- To conduct a meta-analysis of learning effect sizes (ESs) associated with TLFs in clinical education.
- To identify the most effective TLFs based on empirical evidence.
Main Methods:
- A systematic literature search was performed in PubMed for studies on clinically relevant TLFs.
- Learner-focused studies were selected and categorized by design (pretest-posttest or controlled group).
- Cohen's d effect sizes were extracted and pooled for meta-analysis.
Main Results:
- Analysis of 132 studies revealed effect sizes for 16 TLFs.
- Mastery learning, small group learning, and goal setting demonstrated the largest ESs (d ≥ 0.8).
- Other effective TLFs included worked examples, play programs, questioning, concept mapping, meta-cognitive strategies, visual-perception programs, and teaching strategies (0.4 ≤ d < 0.8).
Conclusions:
- This study offers a comprehensive overview of TLF effectiveness in clinical education.
- Effective TLFs share practical traits that can inform teaching design.
- Mastery learning, small group learning, and goal setting are highlighted as particularly impactful.
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