In a systematic review, researchers at MedUni Vienna have shown that teaching methods alone are not decisive for academic success in undergraduate medical and dental education and that there is no universal teaching method that works equally well for all students. Different teaching methods, such as problem-based learning (PBL), in-practice teaching, and e-learning, have their advantages, but learning success seems to depend more on individual learning habits. The review was recently published in the renowned journal ’Educational Psychology Review’ (IF 10,1).
In recent decades, medical and dental faculties have increasingly sought to design teaching methods that promote long-term knowledge and effective learning strategies.
This systematic review by researchers from MedUni Vienna’s Research Unit for Curriculum Development, which includes 49 studies from 2000 to 2023, shows that deep and strategic learning are associated with better academic performance in medical and dental education. Surface learning, on the other hand, often leads to poorer academic performance, especially given the high demands in these disciplines. The literature reviewed suggests that students are encouraged to engage in deep and strategic learning, while surface strategies should be minimized.
However, the findings of the current review also show that there is no universal teaching method that works equally well for all students. Different teaching methods, such as problem-based learning (PBL), in-practice teaching, and e-learning, have their advantages, but learning success seems to be more influenced by individual learning habits than by the teaching methodology.
Future research should increasingly integrate cognitive neuroscience into higher education to encourage students to better understand the neurobiological basis of learning. This approach could enable more targeted support for students’ learning processes and help them to reach their full potential.
The systematic review was conducted under the direction of Marlen A. Roehe and Anita Holzinger (Head of the Research Unit for Curriculum Development). The work was carried out in collaboration with Carmen Trost, Julia S. Grundnig and Anahit Anvari-Pirsch (Head of the Teaching Center).
Publication: Educational Psychology Review
Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education
Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch & Anita Holzinger
Volume 36, article number 118, (2024)
https://doi.org/10.1007/s10648’024 -09952-4
