SDL modality and teacher role do not significantly moderate SDL effectiveness¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither SDL delivery modality (p = 0.759) nor teacher role (p = 0.574) significantly moderated effect sizes, though facilitator-supported SDL showed the largest descriptive mean effect (d = 0.54). → 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 · i? · quant-synthesis · r2

Meta-regression across five SDL modality categories found no significant moderation. A parallel analysis of teacher role likewise found "no significant moderation effect was detected (F(2, 71) = 0.56, p = 0.574)", with facilitator role showing the largest descriptive effect (d = 0.54).

"SDL modality analysis revealed no significant differences between delivery methods (F(4, 69) = 0.16, p = 0.759)."

Discussion¶

Related Claims¶

• SDL interventions produce significantly larger effects when SDL is the experimental condition rather than the control condition — related
• Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects — related
• Neither URM status nor first-generation status moderates the intervention effects on retrieval practice outcomes — related
• SDL effects are stronger for knowledge/test outcomes than for clinical performance or behavioral outcomes — related