Claims

Simulation-based learning stimulates greater interest in learning than non-simulation-based learning in endocrinology education

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i2 Count-data studies showed RR = 1.56 (95% CI 1.22–1.99, P = 0.0004, I2 = 77%) and continuous-data studies showed SMD = 1.39 (95% CI 1.11–1.67, P < 0.00001, I2 = 0%) favoring SBL for learning interest. → Wu Zeyu 2024

Evidence

Wu Zeyu 2024

Wu Zeyu, Huang Yiling, Lyu Ling, Huang Yu, Ping Fan. (2024). The efficacy of simulation-based learning versus non-simulation-based learning in endocrinology education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-024-06010-z

q3 · i2 · quant-synthesis · r2

Meta-analysis of nine RCTs assessing learning interest, synthesized separately for count data (six studies, RR = 1.56) and continuous data (three studies, SMD = 1.39). The results demonstrated that "SBL was more effective in stimulating learning interest compared to NSBL."

"six studies [16, 19, 23, 29, 31, 35] reporting count data (RR = 1.56; 95% CI: 1.22–1.99, P = 0.0004, I2 = 77%) (additional file 4) and three studies [21, 24, 28] reporting continuous data (SMD = 1.39; 95% CI: 1.11–1.67, P < 0.00001, I2 = 0%)"

Discussion

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