Claims

SDL interventions produce significantly larger effects when SDL is the experimental condition rather than the control condition

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2026 · 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 Studies in which SDL was the experimental condition showed significantly larger effects (d = 0.54) than studies in which SDL was the control condition (d = –0.27). → Wilkes S. 2026

Evidence

Wilkes S. 2026

Wilkes S., Maggio L. A., Martin P. C., Melton J., Zheng B. (2026). Self-Directed Learning in Health Professions Education: A Systematic Review and Meta-Analysis. Perspectives on Medical Education. https://doi.org/10.5334/pme.2128

q3 · i2 · quant-synthesis · r3

Meta-regression moderator analysis across 74 effect sizes comparing studies where SDL was the experimental condition versus the control condition. The difference was "statistically significant (F(1, 72) = 8.77, p = 0.004)".

"SDL treated as experimental groups showed a significantly larger effect (d = 0.54, 95% CI [0.24, 0.84], r = 0.50) compared to comparator groups (d = –0.27, 95% CI [–0.75, 0.22], r = –0.26), with this difference being statistically significant (F(1, 72) = 8.77, p = 0.004)."

Discussion

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