Meta-regression finds no significant moderators of VR's effect on anatomy examination scores¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-regression of effect sizes on seven potential moderators (year, country, learners, course, intervention, comparator, duration) found none significant at p < 0.05. → Zhao Jingjie 2020

Evidence¶

Zhao Jingjie 2020¶

Zhao Jingjie, Xu Xinliang, Jiang Hualin, Ding Yi. (2020). The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies. BMC Medical Education. https://doi.org/10.1186/s12909-020-1994-z

q3 · i? · quant-synthesis · r3

Meta-regression analysis conducted to explore sources of heterogeneity in the primary outcome, reported in Table 3 with coefficients and p values for each factor. No moderator reached significance; no effect size is printed for this null finding.

"We regressed effect sizes on 7 potential moderators: year, country, learners, course, intervention, comparator, and duration. As shown in Table 3, none of the moderators were significant at a level of p < 0.05."

Discussion¶

Related Claims¶

• Course type is the significant confounding factor causing heterogeneity in the examination-score meta-analysis — reports the opposite
• VR-based anatomy teaching moderately improves learners' examination scores compared with traditional or 2D digital methods — related
• Longer VR interventions (at least 1 day) show larger score effects than interventions under 1 day — related