dump_meta.sql

-- CREATE DATABASE  IF NOT EXISTS `test` /*!40100 DEFAULT CHARACTER SET latin1 */;
USE `test`;
-- MySQL dump 10.13  Distrib 5.6.13, for osx10.6 (i386)
--
-- Host: localhost    Database: test
-- ------------------------------------------------------
-- Server version	5.6.10

/*!40101 SET @OLD_CHARACTER_SET_CLIENT=@@CHARACTER_SET_CLIENT */;
/*!40101 SET @OLD_CHARACTER_SET_RESULTS=@@CHARACTER_SET_RESULTS */;
/*!40101 SET @OLD_COLLATION_CONNECTION=@@COLLATION_CONNECTION */;
/*!40101 SET NAMES utf8 */;
/*!40103 SET @OLD_TIME_ZONE=@@TIME_ZONE */;
/*!40103 SET TIME_ZONE='+00:00' */;
/*!40014 SET @OLD_UNIQUE_CHECKS=@@UNIQUE_CHECKS, UNIQUE_CHECKS=0 */;
/*!40014 SET @OLD_FOREIGN_KEY_CHECKS=@@FOREIGN_KEY_CHECKS, FOREIGN_KEY_CHECKS=0 */;
/*!40101 SET @OLD_SQL_MODE=@@SQL_MODE, SQL_MODE='NO_AUTO_VALUE_ON_ZERO' */;
/*!40111 SET @OLD_SQL_NOTES=@@SQL_NOTES, SQL_NOTES=0 */;

--
-- Table structure for table `meta_analysis`
--

DROP TABLE IF EXISTS `meta_analysis`;
/*!40101 SET @saved_cs_client     = @@character_set_client */;
/*!40101 SET character_set_client = utf8 */;
CREATE TABLE `meta_analysis` (
  `id` int(11) NOT NULL AUTO_INCREMENT,
  `author_year_included_articles` varchar(100) DEFAULT NULL,
  `title` varchar(200) DEFAULT NULL,
  `link` varchar(200) DEFAULT NULL,
  `PUB_ID` int(10) DEFAULT NULL,
  `descriptors` varchar(100) DEFAULT NULL,
  `Year_of_publication` int(4) DEFAULT NULL,
  `First_author` varchar(50) DEFAULT NULL,
  `Geographic_region_of_first_author` varchar(50) DEFAULT NULL,
  `objective` varchar(200) DEFAULT NULL,
  `follow_up_days` varchar(50) DEFAULT NULL,
  `profession` varchar(50) DEFAULT NULL,
  `degree` varchar(50) DEFAULT NULL,
  `arm_n` int(5) DEFAULT NULL,
  `sample_size_intervention` int(6) DEFAULT NULL,
  `sample_size_control` int(6) DEFAULT NULL,
  `sample_size_other_group` varchar(5) DEFAULT NULL,
  `time_learning_intervention` decimal(10,3) DEFAULT NULL,
  `time_learning_control` decimal(10,3) DEFAULT NULL,
  `time_learning_other` decimal(10,3) DEFAULT NULL,
  `arm_intervention_description` varchar(100) DEFAULT NULL,
  `arm_control_description` varchar(100) DEFAULT NULL,
  `arm_other_description` varchar(5) DEFAULT NULL,
  `success_intervention` varchar(50) DEFAULT NULL,
  `success_control` varchar(50) DEFAULT NULL,
  `success_other` varchar(50) DEFAULT NULL,
  `outcome_1` varchar(100) DEFAULT NULL,
  `outcome_2` varchar(100) DEFAULT NULL,
  `outcome_3` varchar(100) DEFAULT NULL,
  `Method_of_measuring_the_outcome_1` varchar(200) DEFAULT NULL,
  `Method_of_measuring_the_outcome_2` varchar(200) DEFAULT NULL,
  `Method_of_measuring_the_outcome_3` varchar(200) DEFAULT NULL,
  `Attrition_ratio_intervention` varchar(50) DEFAULT NULL,
  `Attrition_ratio_control` varchar(50) DEFAULT NULL,
  `Attrition_ratio_other` varchar(50) DEFAULT NULL,
  `grade_adequate_sequence_generation` varchar(10) DEFAULT NULL,
  `grade_Allocation_concealment` varchar(10) DEFAULT NULL,
  `grade_Blinding_of_outcome` varchar(10) DEFAULT NULL,
  `grade_Description_of_losses_and_exclusion` varchar(10) DEFAULT NULL,
  `grade_Intention_to_treat` varchar(10) DEFAULT NULL,
  PRIMARY KEY (`id`)
) ENGINE=InnoDB AUTO_INCREMENT=32 DEFAULT CHARSET=utf8;
/*!40101 SET character_set_client = @saved_cs_client */;

--
-- Dumping data for table `meta_analysis`
--

LOCK TABLES `meta_analysis` WRITE;
/*!40000 ALTER TABLE `meta_analysis` DISABLE KEYS */;
INSERT INTO `meta_analysis` VALUES (1,'BloomÞeld et al. 2010','The effect of computer-assisted learning versus conventional teaching\rmethods on the acquisition and retention of handwashing theory and\rskills in pre-qualiÞcation nursing students: A randomised contr','https://docs.google.com/file/d/0B-L3GiehWhDMVW5aM2pKYlAySnc/edit',19762016,'Clinical skills, Computer-assisted learning, e-Learning, Handwashing, Nurse education, Retention',2010,'Jacqueline BloomÞeld','United Kingdom','The primary aim of the study was to compare the effects\rof a self-directed CAL module with conventional face-toface classroom teaching on the acquisition and retention of handwashing skills and knowle','8','nurses','graduate',2,118,113,'no',0.000,0.000,0.000,'Computer-assisted learning (CAL)','control (conventional teaching method)','no','','','','Knowledge gain','Handwashing skill performance','no','Baseline knowledge and knowledge gain was measured\rusing a purposefully developed paper and pencil multiplechoice test that consisted of 20 questions.','Objective Structured Clinical\rExamination (OSCE) style conditions by trained examiners','no','69','71','no','yes','yes','yes','yes','no'),(2,'Chiu et al. 2009','The effectiveness of interactive computer assisted instruction compared\rto videotaped instruction for teaching nurses to assess neurological\rfunction of stroke patients: A randomized controlled trial','https://docs.google.com/file/d/0B-L3GiehWhDMZHlWQkFGMkN6TmM/edit',19552905,'Interactive computer assisted instruction, Stroke scale, Neurological nurses',2009,'Su-Chen Chiu','China','This experimental research was used to investigate\rthe effectiveness of computer assisted instruction to teach\rhealth care providers the use of C-NIHSS.','4','nurses with neurology specialty','',2,68,61,'no',0.000,0.000,0.000,'One group used\rICAI','used the instructor-led\rvideotape learning program (IVLP)','no','','','','correctness of assessment by referring to the videotape\rdeveloped','satisfaction','no','Score veriÞcation unit','Learner satisfaction scale','no','24','21','no','yes','no','no','yes','no'),(3,'Fern‡ndez Alem‡n et al. 2011','Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge\rin medical surgical nursing students. Nurse Education Today, 31 (8)','https://docs.google.com/file/d/0B-L3GiehWhDMa1BQXzkyUmw0SDg/edit',21255880,'Computer-assisted learning, MedicalÐsurgical nursing, Nurse education',2011,'JosŽ Luis Fern‡ndez Alem‡n','Spain','The aim was to assess the use of the Mooshak system in the\rteaching of MSN.','10','MedicalÐsurgical nursing','',2,54,62,'no',0.000,0.000,0.000,'The e-learning module, Mooshak','Conventional face-to-face lecture and demonstration, control group\rreceived the same training but wi','no','','','','Knowledge gains','no','no','MCQs test that consisted of questions administered through\rthe SUMA application.','no','no','','','no','unclear','no','no','yes','no'),(4,'Gerdprasert et al. 2010','Development of a web-based learning medium on mechanism of labour\rfor nursing students. Nurse Education Today, 30 (5), 464Ð469.','https://docs.google.com/file/d/0B-L3GiehWhDMMEhoMk53c0JhdGs/edit',19931950,'Mechanism of labour, Multimedia, Nursing students, Web-based learning unit',2010,'Sailom Gerdprasert','Thailand','This study aimed to develop a web-based learning media on the process and mechanism of labour for the\rthird-year university nursing and midwifery students.','2','nursing students','',2,42,43,'no',0.000,0.000,0.000,'5Es model, the students were Þrst engaged by stimulating questions to create interest and explore th','control The control group received only\rlecture and tutorial .','no','','','','Factual knowledge','StudentsÕ perception','website access time, satisfaction and posttest','Factual knowledge test on web-based learning','This questionnaire comprised 20 items using a 5-point Likertscale ranging from 1 (strongly disagree) to 5 (strongly agree). It\rwas divided into three categories: usefulness of the web-based\rlearning u','The interview was announced by using e-mail.','no','no','no','yes','no','no','no','no'),(5,'Horiuchi et al. 2009','Evaluation of a web-based graduate continuing\rnursing education program in Japan: A randomized\rcontrolled trial','https://docs.google.com/file/d/0B-L3GiehWhDMQ2NrcTJEbXN5MjA/edit',18829141,'EBN, Web-based learning, RCT, Continuing nursing education',2009,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(6,'Lu et al. 2009','Effects of a Web-based course on nursing skills and knowledge learning.','https://docs.google.com/file/d/0B-L3GiehWhDMV18yMHppbGV1SFU/edit',19260398,'no',2009,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(7,'MŠkinen et al. 2006','Teaching basic life support to nurses.Eur J Anaesthesiol. 2006 Apr;23(4):327-31.','https://docs.google.com/file/d/0B-L3GiehWhDMR2IwRG1GVzd6aEE/edit',16438766,'training, nurses',2006,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(8,'McMullan et al. 2011','The effect of an interactive\re-drug calculations package on nursing studentsÕ drug calculation ability\rand self-efÞcacy.International Journal of Medical Informatics, 80 (6),\r421Ð430.','https://docs.google.com/file/d/0B-L3GiehWhDMNmp6YmdCdnk0U28/edit',21470906,'Computer-assisted instruction, Drug dosage calculations, Medication errors, Nursing education, Rando',2011,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(9,'Smeekens et al. 2011','Successful e-learning programme on the\rdetection of child abuse in emergency departments: a randomised controlled trial.Archives of Disease in Childhood, 96 (4), 330Ð334','https://docs.google.com/file/d/0B-L3GiehWhDMM1M3OXpBX2VVbkU/edit',21233084,'no',2011,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(10,'Papa et al., 1999','The effects of immediate online feedback upon diagnostic performance. Acad Med. 1999 Oct;74(10 Suppl):S16-8. Papa FJ, Aldrich D, Schumacker RE.','https://docs.google.com/file/d/0B-L3GiehWhDMRjBMUldjVVRrZTQ/edit',10536581,'no',1999,'FRANK J. PAPA','Texas USA','The investigation had three objectives. First, to test two hypotheses related to the validity and effectiveness of the CAI. Second, to measure the additional time-to-task required to transform a testi','pretest','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(11,'Bell et al., 2000','Self-Study from Web-Based and Printed Guideline Materials: A Randomized, Controlled Trial among Resident Physicians. Ann Intern Med. 2000 Jun 20;132(12):938-46','https://docs.google.com/file/d/0B-L3GiehWhDMZFpFMHJFWkhheUk/edit',10858176,'Internet',2000,'Douglas S. Bell','Los Angeles - USA','To compare knowledge, learning efÞciency, and learner satisfaction produced by self-study of World \rWide WebÐbased and print-based guidelines for care after acute myocardial infarction.','pretest and post-test/120 to 180 days.','medical residents','first, second and third year',2,72,72,'-',27.000,38.000,0.000,'SAGE - The program was intended to combine two strategies of computer-assisted instruction: a tutori','Printed materials for the control group included the same self-assessment test and guidelines as the','-','yes. On-line tutorials may produce greater learnin','-','-','Previous knowledge and knowledge immediately after the self-study program \rdid not differ signiÞcant','The median time spent studying, however, was 30% less in the SAGE group (P , 0.001), which resulted ','The median satisfaction score was 15.0 in the control group and 17.0 in the SAGE group, a statistica','Knowledge scores from multiple choice tests were calculated by assigning 1 point per correct answer; unanswered items were considered incorrect. This created scores that could range from 0 to 20 point','The time spent studying was measured by using a time-stamp \rmachine for participants in the control group and the server log for participants in the SAGE group. Learning efÞciency was calculated as th','Learner satisfaction was measured by using Þve items taken from an ACPÐASIM course evaluation survey for continuing medical education activities.','0,29','0,3','-','yes','yes','yes','yes','no'),(12,'Grundman et a., 2000 - Objetivo avaliar eficincia e efetividade, mas nos resultados tabela aborda t','A controlled trial of an interactive, web-based virtual reality program for teaching physical diagnosis skills to medical students. Acad Med. 2000 Oct;75(10 Suppl):S47-9.','https://docs.google.com/file/d/0B-L3GiehWhDMY3Z6UWZsenlhblk/edit',11031171,'no',2000,'JULIE A. GRUNDMAN,','USA','We wished to test whether a Web-based multimedia program using interactive learning and virtual reality would be more efÞcient and effective than traditional print-based self-study by medical students','Survey in following day','medical students','Þrst-year medical students',2,61,66,'-',0.000,0.000,0.000,'MULTIMEDIA COURSE -  two courses, one about the eye and the other about the ear, to help Þrst-year m','printed version of the course materials.','no','The results of the written survey howed that 78% o','no','no','The students who used the multimedia version of the eye or ear course scored higher on the respectiv','Multiple regression analysis showed that both use of the multimedia version and the time spent were ','Interestingly, the students who used the multimedia version did not score higher on the subset of qu','used three methods to track the time spent. The computer logged access and time spent with the multimedia material. To use the printed version, students had to check it in and out of the library refer','post-test - given on the following day, consisted of 40 multiple-choice questions, 20 \ron the eye and 20 on the ear. These questions included general fact-based questions, images, and case studies. Al','','unclear','unclear','','no','no','no','no','no'),(13,'Spickard A 3rd et al., 2002','Learning about screening using an online or live lecture: does it matter?J Gen Intern Med. 2002 Jul;17(7):540-5.','https://docs.google.com/file/d/0B-L3GiehWhDMVm9KOXU3azFHR0U/edit',12133144,'medical education, lecture, education',2002,'Anderson Spikard III','Tenesse -  USA','To determine the impact of a on line lecture, versus a live lecture on sreening given to medical atudentswho are participanting in an outpatient clerkship','','medical students','senior medical students',2,47,48,'-',0.000,0.000,0.000,'','','','','','','','','','','','','','','','yes','yes','yes','',''),(14,'Dennis JK. 2003','Problem-based learning in online vs. face-to-face environments.Educ Health (Abingdon). 2003 Jul;16(2):198-209.','https://docs.google.com/file/d/0B-L3GiehWhDMamlEaFZnYi05b3M/edit',14741905,'problem based learning, online, learning issues',2003,'JANCIS K. DENNIS','California -  USA','This study compared outcomes of problem-based learning between synchronous online groups and face-to-face tutorial groups.','','medical students','second-year students.',2,17,17,'-',88.000,87.000,0.000,'The experimental learning condition was deÞned as computer-mediated problem-based learning (CMPBL)','The control condition was traditional problem based learning in face-to-face groups \r(TPBL).','-','there were no differences between groups','there were no differences between groups','-','learning outcomes: There was no statistical difference between the means of the students based on th','time-on-task: A Kolmogorov-Smirnov test indicated that there was a \rsigniÞcant difference in time-on','generation of LIs','measured by performance on course examination','the self-reported time spent in and out of class on learning activities related to the course','Assessment of learning consisted of a 30-item multiple choice test based on key LIs identiÞed by the PI and two case-based short answer questions designed to evaluate studentsÕ clinical reasoning and ','no','no','-','no','no','no','no','no'),(15,'Leong SL et al., 2003','Integrating Web-based computer cases into a required clerkship: development and evaluation.Acad Med. 2003 Mar;78(3):295-301.','https://docs.google.com/file/d/0B-L3GiehWhDMRkVKaHplaURnYlU/edit',12634211,'no',2003,'Shou Ling Leong,','Texas - USA','Our goal was to standardize clerkship content based on a list of student competencies that was linked to an identiÞed set of 25 common clinical problems in family medicine.','Study 1 - seven days','medical students','second- and third-year',6,282,97,'-',76.000,0.000,0.000,'Study 1 - The volunteer students were randomly assigned groups and asked to complete exercises on lo','Study 1 - The volunteer students were randomly assigned and asked to complete  exercises on low back','-','Conclusion.Computer cases are effective learning t','-','-','Study 1 - reading articles required the most time and received the most negative comments. The tuden','Study 2 -  the students who completed the two computer cases scored signiÞcantly higher on the CC qu','Students rated the computer cases with a mean of 6 on a seven-point scale (7 _ strongly agree).','Study 1 -  The students also completed a usability questionnaire in which they rated the usefulness of the exercise on a ten-point scale (10 _ very useful) and indicated the time required to complete ','Study 2 -  We analyzed the effect of the computer cases on studentsÕ performances using a 100 question clerkship Þnal exam that was given throughout the three-year study period.','Study 2 -  We analyzed the effect of the computer cases on studentsÕ performances using a 100 question clerkship Þnal exam that was given throughout the three-year study period.','no','no','-','Study 1 - ','no','no','no','no'),(16,'Mattheos N, et al., 2004.','The effects of an inter-\ractive software application on the self-assessment ability of dental students. Eur J Dent Educ. 2004 Aug;8(3):97-104.','https://docs.google.com/file/d/0B-L3GiehWhDMczRzWWtEdnVyajQ/edit',15233773,'internet based software',2004,'Nikos Mattheos','Sweden','The aim of this study was to investigate the potential of an interactive database-driven Internet application, learning on-line (LEO), as a means of remedial support for the development of self-assess','30 days  \"Attitudes after completion of the Þrst c','dental students','second year',2,24,24,'-',215.000,122.000,0.000,'A typical LEO session starts with a case, a question r a clinical problem, usually accompanied by im','Identical cases and reference material were available through a static web page. Non-LEO students we','-','On the basis of these Þndings, it remains unclear ','-','-','In a scale 1Ð50, the average computer competence of In a scale 1Ð50, the average computer competence','','','Before the beginning of the study, the studentsÕ competence with the use of computers was measured on a scale 1Ð50, through a specially designed, task-orientated questionnaire','','Students were asked to log personally the amount of time they spent working on each case, using a special function in the web portal.','7.69% (2 students)','7.69% (2 students)','-','yes ( stat','no','yes','yes \"Durin','no'),(17,'Spickard A 3rd, et al., 2004','A randomised trial of an\ronline lecture with and without audio. Medical Education, 38, 787Ð790.','https://docs.google.com/file/d/0B-L3GiehWhDMSW5aaWc3dXNKQ2s/edit',15200403,'education;medical;continuing methods;audio visual aids methods;online systems/standards;curriculum;s',2004,'Anderson Spikard III','Nashville Tenesse USA','To determine the impact of adding audio-feed to an online lecture on sgreeening given to medical students who were participating in an out-patient clekship.','no','medical students','third and fourth year',2,29,30,'-',75.000,55.000,0.000,'The intervention groups viewed the slides with audio narration.Students completed the online lecture','The control groups viewed the slides without audio narration. Students completed the online lecture ','-','yes','no','-','Time and satisfaction','Knowledge','-','Post-intervention measures included studentsÕ reports of satisfaction and time spent completing the lecture and their subsequent knowledge of screeening. The post-test included 4 discussion questions ','The post-test included 4 discussion questions that solicited approaches to 4 hypothetical patients. A 4-point summary score for each hypothetical case gave a possible total score of 16 points.','-','no','no','-','yes','no','yes','no','no'),(18,'Cook DA et a., 2005','Web-based learning in residentsÕ continuity clinics: A randomized, controlled trial. Academic Medicine, 80, 90Ð97.','https://docs.google.com/file/d/0B-L3GiehWhDMcDhfcy1wOXZvS0U/edit',15618102,'no',2005,'David A. Cook','Rochester Minnesota USA','To determine whether internal medicine residents prefer learning from Web-based (WB) modules or printed material, and to compare the effect of these teaching formats on knowledge.','preintervention test and postintervention (Òfinal ','internal medicine residents','Postgraduate year (1,2,3)',2,109,109,'-',47.000,59.000,0.000,'Participants completed two units using the WB format and two units using the paper format, with the ','Evidence-based practice guidelines from the Institute for Clinical Systems Improvement www.icsi.org ','-','yes','-','-','Format preference and satisfaction','Knowledge gained','Time','Format preference, was assessed on an end-of-course questionnaire using a five-point scale ranging from 1   ÒStrongly prefer paperÓ to 5   ÒStrongly prefer WB.Ó','Knowledge gained, was determined by change in test score from preintervention test to final test.','The questionnaire also contained items to evaluate the WB format regarding utility, continued use, and technical ifficulties; \radditional comparisons of the two formats, including time spent','yes (12%)','','-','yes','no','no','yes (tab 2','yes'),(19,'Schittek Janda M, et al., 2005','Computer-mediated instructional video: A randomised controlled trial comparing a sequential and a\rsegmented instructional video in surgical hand wash. European Journal of Dental Education, 9(2), 53Ð58','https://docs.google.com/file/d/0B-L3GiehWhDMelZQTndwSXB0Mlk/edit',15811151,'health education;instructional video;learning effectiveness;surgical hand washing;sequential video;f',2005,'M. Schittek Janda','Malmo, Sweden','To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning a','no (œnica avalia‹o realizada passados 7 dias)','dental students','second semester',2,15,13,'-',15.000,9.000,0.000,'The experimental group used the fragmented form of the video','The control group watched the \rcomplete video','-','yes','-','-','Time','students performing the surgical hand wash','Knowlegde','The log Þles from the two web pages used were analysed with regard to the total time used by each student watching the video','Two clinicians (seniorÑjunior) were asked to blindlybevaluate the videos of the students performing the surgical hand wash, according to predetermined criteria. The student performance was rated on a ','The written test consisted of eight questions which were assessed as correct or not correct giving a maximum score of eight points.','no','no','-','yes','no','yes','no','no'),(20,'Blackmore, C., Tantam, D., & Van Deurzen, E. (2006). N‹o Ž clinial trial','The role of the eTutorÑevaluating tutor input in a virtual learning community for psychotherapists and psychologists across Europe. International Journal of Psychotherapy, 10(2), 35Ð46.','https://docs.google.com/file/d/0B-L3GiehWhDMOENlazZuNXg3c1k/edit?usp=sharing',0,'elearning, etutor, collaborative learning',2006,'Chris Blackmore','Sheffield, England','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(21,'Cook et al., 2006','Impact of self-\rassessment questions and learning styles in web-based learning: A randomized, controlled, crossover\rtrial. Academic Medicine, 81, 231Ð238.','https://docs.google.com/file/d/0B-L3GiehWhDMcy1XYkl1NGY2bDA/edit',16501263,'no',2006,'David A. Cook','Rochester, Minnesota, USA','To determine the effect of self-assessment questions on learnersÕ knowledge and format preference in a Web-based course, and investigate associations between learning styles and outcomes.','no','medicine residency students','postgraduate year and continuity clinic site',2,121,121,'-',60.000,44.000,0.000,'problems: cervical cancerscreening, dementia, osteoporosis, and dyspepsia. For each topic, a WBL mod','problems: cervical cancerscreening, dementia, osteoporosis, and dyspepsia. For each topic, a WBL mod','-','yes','-','-','knowledge','format preferences','learning style','Knowledge  was determined by score on a post-test at the end of each module.','Format preference, was assessed on an end-of-course questionnaire using a scale ranging from ÒStrongly prefer questions and feedbackÓ to  ÒStrongly prefer no questions and feedback.Ó feedback.Ó The qu','Learning styles were assessed using  Felder and SolomonÕs Index of Learning Styles (ILS).39The ILS provides a separate score for each of four dimensions (active-reflective, visual-verbal, sensing-intu','yes(1.6%)','yes(1.6%)','-','yes','no','no','yes (Fig 2','no'),(22,'Friedl R et al., 2006','Multimedia-\rdriven teaching significantly improves studentsÕ performance when compared with a print medium.\rAnnals of Thoracic Surgery, 81, 1760Ð1766.','https://docs.google.com/file/d/0B-L3GiehWhDMcmhESWJYaXc5dkk/edit',16631668,'no',2006,'Reinhard Friedl','Ulm, Ulm, Germany','To assess the impact of the multimedia system in improving studentsÕ procedural knowledge as required during operative procedures in heart surgery.','multiple-choice pretest; post-test responses','medical students','unclear',2,69,57,'',105.000,122.000,0.000,'The multimedia course as described by Friedl and colleagues','The print medium is not just a collection of screenshots the multimedia program but an adjusted and ','-','Regarding factual knowledge, there is no differenc','-','-','knowledge','Actual motivation and computer literacy','didactic quality','Both groups completed a 20-item multiple choice pre-\rtest and posttest, referring to factual knowledge imme-\rdiately before and immediately after exposure to the respective course.','Actual motivation and computer literacy of each student  was assessed by the following psychometric and validated tests: Questionnaire on Current Motivation and ConÞdence in the Use of Computers  comp','The overall didactic quality of the respective medium was evaluated atfter he posttest using the HILVE questionnaire (Heidelberg inventory to evaluate teaching courses)','no','no','-','yes','no','no','All partic','no'),(23,'Friedl R, et al., 2006','Comparative\revaluation of multimedia driven, interactive, and case-based teaching in heart surgery. Annals of Thoracic Surgery, 82, 1790Ð1795.','https://docs.google.com/file/d/0B-L3GiehWhDMZ0d1VUs5aUZMdm8/edit',17062249,'no',2006,'Reinhard Friedl','Ulm, Germany','This study has been performed to elucidate whether tudents trained with ICBT are more capable of retaining factual knowledge and would be better able to apply their knowledge during live heart surgery','multiple-choice pretest; posttest responses','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(24,'Nicholson DT et al., 2006','Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear\rmodel. Medical Education, 40(1), 1081Ð1087.','https://docs.google.com/file/d/0B-L3GiehWhDMQWc0MlUwRF9KeFE/edit',17054617,'randomized controlled trial [publication type];anatomy/*education;*models;anatomic;teaching material',2006,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(25,'Cook DA et al., 2008 a','Adapting Web-based instruction to residentsÕ knowledge improves learning efficiency: A randomized controlled trial. Journal of General Internal Medicine, 23, 985Ð990.','https://docs.google.com/file/d/0B-L3GiehWhDMc21CaHJiWmtudXM/edit',18612729,'medical education, Web-based learning, clinical medicine, computer-assisted instruction, adaptation,',2008,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(26,'Cook DA et al., 2008b','Introducing resident physicians to complexity in ambulatory medicine. Medical Education, 42, 838Ð848.','https://docs.google.com/file/d/0B-L3GiehWhDMWGl6YWZEaHpJQkE/edit',0,'no',2008,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(27,'Kopp et al., 2008','Fostering diagnostic knowledge through computer-supported,\rcase-based worked examples: Effects of erroneous examples and feedback. Medical Education, 42,\r823Ð829.','https://docs.google.com/file/d/0B-L3GiehWhDMWkJBNmVCVzZTTGc/edit',18564096,'andomised controlled trial [publication type];computer-assisted instruction/*standards;clinical comp',2008,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(28,'Tunuguntla R et al., 2008','Computer-based animations and static graphics as medical student aids in learning home safety\rassessment: A randomized controlled trial. Medical Teacher, 30, 815Ð817.','https://docs.google.com/file/d/0B-L3GiehWhDMcXVHRm5FT2pOOHM/edit',18946826,'no',2008,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','',''),(29,'Cook et al., 2009 b','Lack of interaction between sensingÐintuitive learning styles and problem-first versus information-first instruction: A randomized\rcrossover trial. Advances in Health Sciences Education, 14, 79Ð90.','https://docs.google.com/file/d/0B-L3GiehWhDMNmJxQk5mZW5JR0U/edit',18038188,'no',2009,'','','','','','',0,0,0,'',0.000,0.000,0.000,'','','','','','','','','','','','','','','','','','','','');
/*!40000 ALTER TABLE `meta_analysis` ENABLE KEYS */;
UNLOCK TABLES;
/*!40103 SET TIME_ZONE=@OLD_TIME_ZONE */;

/*!40101 SET SQL_MODE=@OLD_SQL_MODE */;
/*!40014 SET FOREIGN_KEY_CHECKS=@OLD_FOREIGN_KEY_CHECKS */;
/*!40014 SET UNIQUE_CHECKS=@OLD_UNIQUE_CHECKS */;
/*!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT */;
/*!40101 SET CHARACTER_SET_RESULTS=@OLD_CHARACTER_SET_RESULTS */;
/*!40101 SET COLLATION_CONNECTION=@OLD_COLLATION_CONNECTION */;
/*!40111 SET SQL_NOTES=@OLD_SQL_NOTES */;

-- Dump completed on 2014-01-13 21:43:46