Table 2.
Medical Education Research Study Quality Instrument, Newcastle–Ottawa Scale—Education scores, and risk of bias owing to funding for included studies
| MERSQI |
NOS-E |
Funding | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Study design | Sampling | Type of data | Validity | Data analysis | Outcome | Representativeness | Comparison group | Study retention | Blinding | Risk of bias | |
| Skill transfer studies | |||||||||||
| Culligan et al.30 | ◼ ◼ ◻ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◻ | ◻ | ◼ ◻ ◻ | ◼ | ◼ | Unclear |
| Gerull et al.31 | ◼ ◧ ◻ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◻ | ◻ | ◻ ◻ ◻ | ◼ | ◼ | Low |
| Vargas et al.32 | ◼ ◼ ◼ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◧ ◻ | ◼ | ◼ ◼ ◼ | ◼ | ◼ | Low |
| Wang et al.33 | ◼ ◼ ◻ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◻ ◻ ◻ | ◼ ◼ ◼ | ◼ ◼ ◻ | ◻ | ◼ ◼ ◻ | ◼ | ◼ | Low |
| Whitehurst et al.34 | ◼ ◼ ◼ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◧ ◻ | ◻ | ◼ ◼ ◼ | ◼ | ◼ | Low |
| Predictability studies | |||||||||||
| Aghazadeh et al.35 | ◼ ◻ ◻ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◻ | Low | ||||
| Hung et al.36 | ◼ ◻ ◻ | ◼ ◻ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◧ ◻ | Low | ||||
| Mills et al.37 | ◼ ◻ ◻ | ◼ ◼ ◻ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◼ | ◼ ◼ ◻ | Low | ||||
Each square represents a point that can be achieved in this category; more points equal better quality. ◼, Full point given, ◧; half point given; ◻, no points given. MERSQI, Medical Education Research Study Quality Instrument; NOS-E, Newcastle–Ottawa Scale for Education.