Impact of ‘tutorial classes’ on learning outcomes, among medical students: a systematic review and meta-analysis
Background and aim Tutorial classes are an interactive and student-centered teaching method that promotes critical thinking, problem-solving, and active learning. They provide a platform for students to engage with their peers and instructors in a supportive and collaborative environment. This meta-...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2024-04-01
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| Series: | Al-Azhar Assiut Medical Journal |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/azmj.azmj_43_23 |
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| Summary: | Background and aim
Tutorial classes are an interactive and student-centered teaching method that promotes critical thinking, problem-solving, and active learning. They provide a platform for students to engage with their peers and instructors in a supportive and collaborative environment. This meta-analysis aims to synthesize the existing literature on the role of tutorial classes in learning outcomes among medical students.
Patients and methods
A systematic search of electronic databases was conducted to identify relevant studies published up to September 2021. A meta-analysis was conducted using Review Manager 5.4 software, by considering 22 articles published worldwide. The risk of publication bias was assessed using funnel plots and Egger’s test.
Results and analysis
Eight studies were randomized controlled trials, seven were quasi-experimental studies, and seven were observational studies. The sample size of the studies ranged from 30 to 500 students. The duration of the intervention varied from 4 weeks to 12 months. The pooled effect size of the 22 studies showed that tutorial classes had a statistically significant positive effect on learning outcomes among medical students (P<0.001). There was significant heterogeneity among the included studies (P<0.001).
Conclusion
Tutorial classes have a significant positive effect on learning outcomes among medical students, and their use should be encouraged in medical education. Further research is needed to optimize their effectiveness and ensure their continued use in medical curricula. |
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| ISSN: | 1687-1693 |