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
Boston University School of Medicine [7–10]	No [7–10]	No [7–10]	Individual	Included
Case Western University School of Medicine [11, 12]	No [11, 12]	No [11, 12]	Individual	Included
Columbia University [13, 14]	No [13, 14]	No [13, 14]	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
University of California, San Francisco [25–27]	No [25–27]	No [25–27]	Individual [25, 26]	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.
University of Louisville, Kentucky [30–34]	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