Merely modifying teaching methods in medical and dental schools has limited merit for steering students' learning approaches; no one-size-fits-all teaching method exists¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review concludes that changing teaching methods alone has limited merit and that no single teaching method fits all contexts. → Marlen A. Roehe 2024

Evidence¶

Marlen A. Roehe 2024¶

Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger. (2024). Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09952-4

q2 · i? · review · r3

The review's own synthesis conclusion across the 49 included studies: "merely modifying the teaching methods used in medical and dental schools has limited merit" and there is a lack of a one-size-fits-all method. This is the authors' interpretive synthesis, not a pooled estimate.

"However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a 'one-size-fits-all' teaching method."

Discussion¶

Related Claims¶

• In medical and dental education, a deep learning approach is associated with high(er) or no-difference academic performance and never with low(er) performance — related
• A strategic learning approach is most commonly associated with high(er) academic performance in medical and dental students — related
• Dental students in a revised low-stress TBL format reported lower stress and frustration than medical students in the original format, in a non-randomised comparison of two cohorts — related
• Dental students in a revised TBL format and medical students in the original format performed similarly on iRAT and tRAT sessions, in a non-randomised comparison of two cohorts — related
• Dental students in a revised low-stress TBL format rated its effectiveness for learning more positively than medical students rated the original format, in a non-randomised comparison of two cohorts — a narrower finding that bears on this claim
• Medical students in the high-stakes TBL format perceive questions as more difficult and less fair than dental students in the revised format — a narrower finding that bears on this claim
• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. — a broader claim this one bears on