Number of assessments shows no significant association with study outcomes, field of study, or number of SDL components¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The distribution of SDL components did not differ by number of assessments (H(2) = 0.9402; p = 0.625), and number of assessments was not significantly associated with field of study (x2 = 1.57; df = 2; p = 0.457) or study outcome (x2 = 4.20; df = 2; p = 0.122). → Taylor 2023

Evidence¶

Taylor 2023¶

Taylor, T.A.H., Kemp, K., Mi, M., & Lerchenfeldt, S. (2023). Self-directed learning assessment practices in undergraduate health professions education: a systematic review. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2189553

q3 · i? · review · r3

Kruskal-Wallis and Chi-square tests across the 141 included studies comparing one-, two-, and three-assessment groups. "There was no evidence of a significant difference between the distribution of the numbers of components based on the number of assessments"; equivalence was not tested.

"There was no evidence of a significant difference between the distribution of the numbers of components based on the number of assessments [H (2) = 0.9402; p = 0.625]. Similarly, there was no evidence of a statistically significant association between either the number of assessments and field of study being medicine or nursing (x2 = 1.57; df = 2; p = 0.457), or the number of assessments (single vs. multiple) and study outcome (x2 = 4.20; df = 2; p = 0.122)."

Discussion¶

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