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.

The Influence of Breastfeeding Educational Interventions on Breast Engorgement and Exclusive Breastfeeding: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 089033442110292
Author(s):  
Mega Hasanul Huda ◽  
Roselyn Chipojola ◽  
Yen Miao Lin ◽  
Gabrielle T. Lee ◽  
Meei-Ling Shyu ◽  
...  
Keyword(s):  
Exclusive Breastfeeding ◽  
Meta Analysis ◽  
Educational Interventions ◽  
Random Effects Model ◽  
Breast Pain ◽  
Randomized Controlled ◽  
Effective Components ◽  
Breastfeeding Education ◽  
Meta Regression ◽  
Meta Regression Analysis

Background Breast engorgement and breast pain are the most common reasons for the early cessation of exclusive breastfeeding by mothers. Research Aims (1) To examine the influence of breastfeeding educational interventions on breast engorgement, breast pain, and exclusive breastfeeding; and (2) to identify effective components for implementing breastfeeding programs. Methods Randomized controlled trials of breastfeeding educational interventions were searched using five English and five Chinese databases. Eligible studies were independently evaluated for methodological quality, and data were extracted by two investigators. In total, 22 trials were identified, and 3,681 participants were included. A random-effects model was used to pool the results, and a subgroup analysis and meta-regression analysis were conducted. Results Breastfeeding education had a significant influence on reducing breast engorgement at postpartum 3 days (odds ratio [OR]: 0.27, 95% CI [0.15, 0.48] p < .001), 4 days (OR: 0.16, 95% CI [0.11, 0.22], p < .001), and 5–7 days (OR: 0.24, 95% CI [0.08, 0.74], p = .013) and breast pain (standardized mean difference: −1.33, 95% CI [−2.26, −0.40]) at postpartum 4–14 days. Participants who received interventions had higher odds of exclusive breastfeeding. Breastfeeding educational interventions provided through lecture combined with skills practical effectively reduced breast engorgement (OR: 0.21; 95% CI [0.15, 0.28]; p = .001) and improved exclusive breastfeeding at postpartum 1–6 weeks (OR: 2.16; 95% CI [1.65, 2.83]; p = .001). Conclusions Breastfeeding educational interventions have been effective in reducing breast engorgement, breast pain, and improved exclusive breastfeeding. A combination of knowledge and skill-based education has been beneficial for sustaining exclusive breastfeeding by mothers.

scholarly journals Does employment protection affect unemployment? A meta-analysis

2020 ◽  
Author(s):  
Philipp Heimberger
Keyword(s):  
Meta Analysis ◽  
Employment Protection ◽  
Market Regulation ◽  
Moderator Variable ◽  
Data Set ◽  
Regression Methods ◽  
Legal Provisions ◽  
Protection Legislation ◽  
Meta Regression ◽  
Meta Regression Analysis

Abstract Despite extensive research efforts, the magnitude of the effect of employment protection legislation (EPL) on unemployment remains unclear. This article applies meta-analysis and meta-regression methods to a unique data set consisting of 881 observations on the effect of EPL on unemployment from 75 studies. Once we control for publication selection bias, we cannot reject the hypothesis that the average effect of EPL on unemployment is zero. The meta-regression analysis, however, reveals that the choice of the EPL variable matters: estimates that build on survey-based EPL variables report a significantly stronger unemployment-increasing impact of EPL than estimates developed using EPL indices based on the OECD’s methodology, where the latter relies on coding information from legal provisions. Furthermore, using multi-year averages of the underlying data tends to dampen the reported unemployment effects of EPL, and product market regulation serves as a significant moderator variable.

scholarly journals Integrating Wikipedia editing into health professions education: A curricular inventory and review of the literature

2020 ◽  
Author(s):  
Lauren A. Maggio ◽  
John M. Willinsky ◽  
Joseph A. Costello ◽  
Nadine A. Skinner ◽  
Paolo C. Martin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Medical Information ◽  
Student Evaluation ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Teaching Resources ◽  
Course Content ◽  
Assessment Of Student Learning

AbstractIntroductionWikipedia is an online encyclopedia read by millions seeking medical information. To provide health professions students with skills to critically assess, edit, and improve Wikipedia’s medical content, a skillset aligned with evidence-based medicine (EBM), Wikipedia courses have been integrated into health professions schools’ curriculum. This study describes a literature review and curricular inventory of Wikipedia educational initiatives to provide an overview of current approaches and identify directions for future initiatives and research.MethodsFive databases were searched for articles describing educational interventions to train health professional students to edit Wikipedia. Course dashboards, maintained by Wiki Education (WikiEdu), were searched for curricular materials. From these sources, key details were extracted and synthesized, including student and instructor type, course content, educational methods, and student outcomes.ResultsSix articles and 27 dashboards reported on courses offered between 2015-2019. Courses were predominantly offered to medical and nursing students. Instructors delivered content via videos, live lectures, and online interactive modules. Course content included logistics of Wikipedia editing, EBM skills, and health literacy. All courses included assignments requiring students to edit Wikipedia independently or in groups. Limited details of student evaluation were available.DiscussionA small but growing number of schools are training HPE students to improve Wikipedia’s medical content. Course details are available on WikiEdu dashboards and, to a lesser extent, in peer-reviewed publications. There is limited evidence of the initiatives’ impacts on student learning, however, integrating Wikipedia into health professions education has potential to facilitate learning of EBM and communication skills, improve Wikipedia’s online content, and engage students with an autonomous environment while learning. Future considerations should include a thorough assessment of student learning and practices, a final review of student edits to ensure they follow Wikipedia’s Guidelines and are written in clear language, and improved sharing of teaching resources by instructors.

scholarly journals Integrating Wikipedia editing into health professions education: a curricular inventory and review of the literature

2020 ◽  
Vol 9 (6) ◽  
pp. 333-342
Author(s):  
Lauren A. Maggio ◽  
John M. Willinsky ◽  
Joseph A. Costello ◽  
Nadine A. Skinner ◽  
Paolo C. Martin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Medical Information ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Teaching Resources ◽  
Course Content ◽  
Assessment Of Student Learning ◽  
Curricular Materials

Abstract Introduction Wikipedia is an online encyclopedia read by millions seeking medical information. To provide health professions students with skills to critically assess, edit, and improve Wikipedia’s medical content, a skillset aligned with evidence-based medicine (EBM), Wikipedia courses have been integrated into health professions schools’ curriculum. This literature review and curricular inventory of Wikipedia educational initiatives provides an overview of current approaches and identifies directions for future initiatives and research. Methods Five databases were searched for articles describing educational interventions to train health professional students to edit Wikipedia. Course dashboards, maintained by Wiki Education (Wiki Edu), were searched for curricular materials. From these sources, key details were extracted and synthesized, including student and instructor type, course content, educational methods, and student outcomes. Results Six articles and 27 dashboards reported courses offered between 2015 and 2019. Courses were predominantly offered to medical and nursing students. Instructors delivered content via videos, live lectures, and online interactive modules. Course content included logistics of Wikipedia editing, EBM skills, and health literacy. All courses included assignments requiring students to edit Wikipedia independently or in groups. Limited details on assessment of student learning were available. Discussion A small but growing number of schools are training health professions education students to improve Wikipedia’s medical content. Course details are available on Wiki Edu dashboards and, to a lesser extent, in peer-reviewed publications. While more needs to be done in conducting and sharing assessment of student learning, integrating Wikipedia into health professions education has potential to facilitate learning of EBM and communication skills, improve Wikipedia’s online content, and engage students with an autonomous environment while learning. Future considerations should include a thorough assessment of student learning and practices, a final review of student edits to ensure they follow Wikipedia’s guidelines and are written in clear language, and improved sharing of teaching resources by instructors.

Development of critical thinking in health professions education: A meta-analysis of longitudinal studies

2018 ◽  
Vol 10 (7) ◽  
pp. 826-833 ◽  
Author(s):  
Matthew C. Reale ◽  
Daniel M. Riche ◽  
Benjamin A. Witt ◽  
William L. Baker ◽  
Michael J. Peeters
Keyword(s):  
Critical Thinking ◽  
Longitudinal Studies ◽  
Meta Analysis ◽  
Health Professions ◽  
Health Professions Education
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