scholarly journals Peer Review #1 of "The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression (v0.1)"

2020 ◽  
Author(s):  
D Balafoutas
Keyword(s):  
Systematic Review ◽  
Peer Review ◽  
Skill Acquisition ◽  
Meta Analysis ◽  
Health Professions ◽  
Health Professions Education ◽  
Teaching Approach ◽  
Meta Regression

scholarly journals The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e10129
Author(s):  
Katia Giacomino ◽  
Rahel Caliesch ◽  
Karl Martin Sattelmayer
Keyword(s):  
Skill Acquisition ◽  
Meta Analysis ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Teaching Approach ◽  
Procedural Skills ◽  
Moderator Variable ◽  
Meta Regression ◽  
And Performance

Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton’s 4–step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [−0.09; 1.49]) at retention testing were in favour of Peyton’s teaching approach for skill acquisition. The groups using Peyton’s teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: −0.8; 95% [CI −2.13 to 1.62]) and retention (SMD: −2.65; 95% CI [−7.77 to 2.47]) testing. The effectiveness of Peyton’s teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion Peyton’s teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton’s teaching approach is less clear. Peyton’s teaching approach is more effective when small groups with few students per teacher are used.

scholarly journals Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/12959 ◽  
2019 ◽  
Vol 21 (1) ◽  
pp. e12959 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Nakul Saxena ◽  
Pawel Posadzki ◽  
Jitka Vseteckova ◽  
Charoula Konstantia Nikolaou ◽  
...  
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Health Education ◽  
Digital Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Health Professions Education

scholarly journals Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/14676 ◽  
2019 ◽  
Vol 21 (7) ◽  
pp. e14676 ◽  
Author(s):  
Andrzej A Kononowicz ◽  
Luke A Woodham ◽  
Samuel Edelbring ◽  
Natalia Stathakarou ◽  
David Davies ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Education ◽  
Digital Health ◽  
Meta Analysis ◽  
Health Professions ◽  
Virtual Patient ◽  
Health Professions Education ◽  
Patient Simulations

Instructional Design Variations in Internet-Based Learning for Health Professions Education: A Systematic Review and Meta-Analysis

2010 ◽  
Vol 85 (5) ◽  
pp. 909-922 ◽  
Author(s):  
David A. Cook ◽  
Anthony J. Levinson ◽  
Sarah Garside ◽  
Denise M. Dupras ◽  
Patricia J. Erwin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Instructional Design ◽  
Meta Analysis ◽  
Health Professions ◽  
Health Professions Education

scholarly journals Computerized Virtual Patients in Health Professions Education: A Systematic Review and Meta-Analysis

2010 ◽  
Vol 85 (10) ◽  
pp. 1589-1602 ◽  
Author(s):  
David A. Cook ◽  
Patricia J. Erwin ◽  
Marc M. Triola
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Health Professions ◽  
Health Professions Education ◽  
Virtual Patients

Systematic review and meta-analysis of Altruistic and Game-playing Love

2020 ◽  
Author(s):  
Hossein Dabiriyan Tehrani ◽  
Sara Yamini
Keyword(s):  
Systematic Review ◽  
Subgroup Analysis ◽  
Meta Analysis ◽  
Game Playing ◽  
Love Styles ◽  
Collectivistic Culture ◽  
Meta Regression ◽  
Collectivistic Cultures ◽  
The Relationship

This systematic review aimed to find attitudes toward Altruistic and Game-playing love styles across individualistic and collectivistic cultures. Addressing major moderators concerning Altruistic and Game-playing love styles are the secondary objectives of this review. This review included 102 articles comprising samples from 37 countries (N = 41997). The findings of this meta-analysis show that there is a collectivistic and individualistic difference in Game-playing but not in the Altruistic love style. Collectivistic and individualistic cultures, on average, demonstrate the same perception concerning the Altruistic love style, whereas collectivistic culture shows the Game-playing love style more strongly. To explain the role of moderators in key measures, the subgroup analysis and meta-regression show that both Game-playing and Altruistic love styles decline by increasing the length of the relationship. Likewise, having children affects these love styles such that the Altruistic love style is improved, and the Game-playing love style is reduced by the presence of children in families.

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