Evidence of the Effectiveness of Teaching and Learning Active Methods in Health Courses: Systematic Review and Meta-analysis
Keywords:active methods, traditional methods, health , meta analysis, systematic review
Background: This systematic review and meta-analysis aims to estimate the evidence of the effectiveness of the active teaching and learning methods in health majors.
Methods: We systematically searched four major databases (i.e., PubMed/MEDLINE, LILACS, Scielo and ERIC). This review was according to the PRISMA method and registration in PROSPERO (CRD42018094054). This review included studies to compare active teaching and learning methods to the traditional methods in the different health majors. We consider all original articles published in the databases until April 29th, 2020. Data were analyzed using R software. The pooled estimates with 95% confidence intervals (CIs) were presented using a forest plot. Higgins and Egger’s tests were used to assess heterogeneity and publication bias, respectively. Primary estimates were pooled using a random-effects meta-analysis model.
Results: Of the total of 27 identified articles 16 studies met the inclusion criteria and were included in this meta-analysis. The included studies sample size ranged from 18 to 379. The total sample was 4031 undergraduates from four health courses. The combined meta-analysis was 67% (95% CI: 0.13-0.54).
Conclusions: Our finding suggested that evidence exists of the effectiveness of the active teaching and learning methods when compared to the traditional methods in the health courses.
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Copyright (c) 2022 Emily Ferreira, Kíllya Paiva Santos, Glauce Dias da Costa, Tiago Ricardo Moreira, Luíza Delazari Borges, Heloísa Helena Dias, Daniel Souza Santos, Ítalo Augusto Cunha Rodrigues, Mariângela Orlandi Barbiero, Rosângela Minardi Mitre Cotta
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