scholarly journals Protocol for a systematic review: 21st century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: a systematic review and meta‐analysis

2017 ◽  
Vol 13 (1) ◽  
pp. 1-24
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
David I Waddington ◽  
David Pickup
Keyword(s):  
Systematic Review ◽  
21St Century ◽  
Meta Analysis ◽  
Student Centered ◽  
Individualized Learning ◽  
Adaptive Teaching

The pests of a pest: A systematic review of ectoparasitic fauna among synanthropic rodents in the 21st century with meta-analysis

Acta Tropica ◽  
2021 ◽  
Vol 215 ◽  
pp. 105802
Author(s):  
Jeffery Ho ◽  
Tanasak Changbunjong ◽  
Thekhawet Weluwanarak ◽  
Sabir Hussain ◽  
Olivier Sparagano
Keyword(s):  
Systematic Review ◽  
21St Century ◽  
Meta Analysis ◽  
Synanthropic Rodents

scholarly journals STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW

2018 ◽  
Vol 7 (2) ◽  
pp. 93
Author(s):  
Elisabeth Rukmini ◽  
Cindy Cindy ◽  
Pricillia Tanoto
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Negative Impact ◽  
Soft Skills ◽  
Meta Analysis ◽  
Team Work ◽  
Learning Motivation ◽  
Soft Skill ◽  
Student Centered ◽  
Student Centered Learning

Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students’ attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others’ studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students’ performances and soft skill aspects in medical education.Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL’s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.                                                                 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation.Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.                

Approaches to the management of pediatric ovarian masses in the 21st century: Systematic review and meta-analysis

2020 ◽  
Vol 55 (3) ◽  
pp. 357-368
Author(s):  
Saqib H. Qazi ◽  
Sarah M. Jeelani ◽  
Sohail A. Dogar ◽  
Jai K. Das ◽  
Amulya K. Saxena
Keyword(s):  
Systematic Review ◽  
21St Century ◽  
Meta Analysis ◽  
Ovarian Masses

scholarly journals Evaluation of the Effectiveness of Online Peer-based Formative Assessments (PeerWise) to Enhance Student Learning in Physiology: A Systematic Review Using PRISMA Guidelines

2020 ◽  
Vol 6 (4) ◽  
pp. 613
Author(s):  
Ahmed Sayed Khashaba
Keyword(s):  
Systematic Review ◽  
Learning Experience ◽  
Meta Analysis ◽  
Formative Assessments ◽  
Biomedical Science ◽  
Future Research ◽  
Topic Area ◽  
Cross Sectional ◽  
Student Centered ◽  
Study Designs

Due to the emerging demands on shifting focus towards the development of more student-centered and engaging learning experiences, this systematic review elucidates the effectiveness of PeerWise introduction into the blended learning model in Physiology education based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Twenty electronic databases were utilized to access related studies between years 2010 to April 2020. A total of eight recent articles on PeerWise in physiology were analyzed. Three studies were conducted among medical students, and five studies were among other courses (i.e., Pharmacy, Biomedical Science, Optometry, and Human Physiology). Majority of the study designs were of cross-sectional quantitative and qualitative studies. Data extracted from the articles include (i) the pattern of PeerWise usage, (ii) the association between PeerWise and academic achievement, (iii) the level of student engagement, (iv) the quality of questions created and (v) students’ perceptions. Four emerging themes were identified among students' perceptions; (i) learning competency, (ii) fun learning experience, (iii) engagement with peers, and (iv) motivation. Methodological quality and risk of biased were assessed; and research gaps, limitations and recommendations were addressed. The present review serves as a guide for new authors to refine their knowledge and improve future research in the topic area.

The effects of low-ratio n-6/n-3 PUFA on biomarkers of inflammation: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen
Keyword(s):  
Systematic Review ◽  
Fatty Acid ◽  
Polyunsaturated Fatty Acid ◽  
Meta Analysis ◽  
Chain Polyunsaturated Fatty Acid ◽  
Inflammation Markers ◽  
Pufa Supplementation ◽  
Long Chain

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.

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