Evidence map›Paper›PMID 39450019›Full record

ReviewMedical science educator2024

Enablers of and Barriers to Self-Regulated and Self-Directed Aptitudes of Learning (SELF-ReDiAL) in Health Professional Education: A Systematic Review and Meta-analysis.

Arash Arianpoor, Silas C R Taylor, Pin-Hsiang Huang, Boaz Shulruf

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Arash ArianpoorOffice of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW Australia.
Silas C R TaylorOffice of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW Australia.
Pin-Hsiang HuangOffice of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW Australia.
Boaz ShulrufOffice of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW Australia.ORCID 0000-0003-3644-727X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Recently, accrediting organizations have focused on developing lifelong learners who possess self-regulated and self-directed aptitudes of learning (hereinafter SELF-ReDiAL or in short, SR). This meta-analysis aimed to identify factors which promote or deter SR in health professionals. Methods: Original studies which, by using self-reports, evaluated enablers of and barriers to SR in health professionals (dentistry, medicine, nursing, and pharmacology), and were indexed in Scopus Results: From 149 identified papers, 43 studies were subsequently included in the meta-analysis. The strongest effect was generated by wellbeing ( Conclusions: Considering that student wellbeing had the strongest observed effect on SR, policy-setting and governing bodies should incorporate methods which improve wellbeing to develop health professionals with high levels of SR. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02068-y.

Indexed as

Health professional educationLifelong learningMedical educationSelf-directed learningSelf-regulated learningWellbeing

Identifiers

PMID39450019
PMCPMC11496431

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.