Table 1 Critical assessment of SGM curricular learning interventions for students of health professions
Institution | Included comparison group? | Use of validated scale? | Level of intervention | Inclusion and exclusion (and unique considerations) |
|---|---|---|---|---|
Boonshoft School of Medicine, Wright State University [6] | No | No | Individual | Included |
Individual | Included | |||
Individual | Included | |||
Individual | [13]Excluded: Results not reported | |||
[14]Included: One of few longitudinal designs; 90-day follow up showed return to baseline scores | ||||
Hunter College of the City University of New York [15] | Yes | Yes | Individual | Included |
Johns Hopkins School of Medicine [16] | No | No | Individual | Included |
May Medical School, Rochester, MN [17] | No | No | Individual | Included: One of few longitudinal designs; 30-day follow-up showed retention of knowledge gains posttest |
Northwestern University Feinberg School of Medicine [18] | No | No | Individual | Included |
San Diego State University [19] | No | No | Individual | Included |
School of Nursing, San Francisco State University [20] | No | N/A | N/A | Excluded: Focus is on practitioners, not student learning |
University of Bristol (United Kingdom) [21] | No | No | Individual | Included |
University of California Davis School of Medicine [22] | No | N/A | Systems | Included |
University of California San Diego School of Medicine [23] | No | No | Individual | Included |
University of California, San Francisco [24] | No | N/A | Individual | Excluded: No formal assessment conducted |
Included | ||||
Individual [27] | ||||
University of Connecticut School of Nursing & University of Central Florida College of Nursing [28] | No | Yes | Individual | Included |
University of Illinois at Chicago, School of Nursing [29] | No | No | Individual | Excluded. No formal evaluation conducted. |
No [30] | No [30] | Individual and Systems | Included [31, 32]: Describes the innovation and outcomes of the innovation [30, 34]; Components of the larger systems-level work; [33] Formative work | |
N/A [31] | N/A [31] | |||
Yes [32] | Yes [32] | |||
N/A [33] | N/A [33] | |||
No [34] | No [34] | |||
University of Pennsylvania Perelman Schools of Medicine, Nursing, and Dentistry [2, 35, 36] | Yes [2] | No [2] | Individual [2] | Included |
No [35] | N/A [35] | Systems [35] | ||
N/A [36] | N/A [36] | Systems [36] | ||
University of Pittsburg School of Medicine [37] | No | No | Individual | Included |
University of Wisconsin-Oshkosh, School of Nursing [38] | No | No | Individual | Included |
Vanderbilt University School of Medicine [39] | No | No | Individual | Included |
Wegman’s School of Pharmacy, Rochester, New York [40] | No | No | Individual | Included |
Wesleyan University [41] | No | Yes | Individual | Included |
Yale University School of Medicine [42] | N/A | N/A | Systems | Excluded: Not a study |