Table 1.
Conceptual framework for data synthesis [21].
Fig 1.
Flow diagram on the selection of systematic reviews.
Table 2.
A. Characteristics of included systematic reviews: Undergraduate (UG) and postgraduate (PG), reviews shaded in grey were newly identified. B. Characteristics of included systematic reviews: Postgraduate (PG) and continuing professional development in healthcare professionals (HCPs). Studies shaded in grey were newly identified.
Fig 2.
Methodological quality of all reviews included in the update of the overview using AMSTAR 2 tool.
Fig 3.
Summary of source studies included in the systematic reviews.
A–attitudes, B–behaviour, BA–before and after study, CBA–controlled before and after study, CRCT- cluster RCT, CT- controlled trial, HP–health professionals, I–interns, K -knowledge, MI–multiple intervention, NRCT–nonrandomised controlled trial, P–practice, Qual–qualitative study, R–residents, RCT–randomised controlled trial, S–skills, SI–single intervention, UG–undergraduates.
Table 3.
A. Review level findings: Intervention vs no intervention (22 reviews–some of the reviews are shown in more than one population if separate data were provided). B. Review level findings: Intervention vs other intervention (5 reviews).
Fig 4.
Illustrative display of the likely impact of different teaching approaches at different medical education levels–summary from RCT.
HP–health professionals, I–interns, R–residents, RCT- randomised controlled trial, UG–undergraduates; Explanation of the coloured symbols used are provided on the figure.
Fig 5.
Illustrative display of the likely impact of different teaching approaches at different medical education levels–summary from non-RCT.
CT–controlled trial, HP–health professionals, I–interns, MI–multiple intervention, non-RCT–non-randomised study, Qual–qualitative study, R–residents, SI–single intervention, UG–undergraduates; Explanation of the coloured symbols used are provided on the figure.
Fig 6.
Illustrative display of the likely impact of different teaching approaches at different medical education levels–summary from other study designs (i.e., before-after, qualitative studies).
BA–before and after study, CBA–controlled before and after study, HP–health professionals, R–residents, UG–undergraduates; Explanation of the coloured symbols used are provided on the figure.