SDL effects are stronger for knowledge/test outcomes than for clinical performance or behavioral outcomes¶

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? Test scores showed the largest moderator-level effect (d = 0.50), followed by behavioral outcomes (d = 0.23) and clinical performance (d = 0.08), though the outcome-type moderator was not statistically significant. → 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 of outcome type (test scores, clinical performance, behavioral outcomes) across 74 effect sizes. The moderator was not statistically significant, but descriptive subgroup estimates favored knowledge outcomes over clinical performance.

"The type of outcome measure did not significantly moderate the effect sizes (F(2, 71) = 1.47, p = 0.237). Test scores showed the largest effect (d = 0.50, 95% CI [0.151, 0.854], r = 0.46), followed by behavioral outcomes (d = 0.23, 95% CI [–0.67, 1.12], r = 0.223) and clinical performance (d = 0.08, 95% CI [–0.33, 0.50], r = 0.08)."

Discussion¶

Related Claims¶

• SDL modality and teacher role do not significantly moderate SDL effectiveness — related
• No included SDL studies measured Kirkpatrick Level 4 (patient/system) outcomes — related
• Aggregated effect sizes differ by outcome type: behavior highest (g = 2.38), performance large (g = 0.91), motivation small and negative (g = -0.39), none statistically significant — related