| Physicians | Printed education materials | Ineffective standalone method for enhancing physician performance | 16, 17 |
| Didactic lectures | No/limited interaction with presenter; little impact on changing physician performance | 5, 13 |
| Audit and feedback | Variable effectiveness and moderate impact on physician practice | 5, 16–18 |
| Education outreach | Effective in influencing physician behaviour | 16 |
| Opinion leaders | Further clarity regarding peer impact is needed | 16 |
| Interactive education sessions | Effective; allows participants to apply current knowledge | 16 |
| Patient-mediated interventions | Variable effectiveness | 17 |
| Reminders | Form of reinforcement found to be effective | 16 |
| Physiotherapists (PT) | Problem-based learning (PBL) | Conflicting research in medical field; difficulty generalising model to PT education | 22, 23 |
| Evidence-based learning (EBL) | Positive attitude towards EBL; focusing on practical PT needs may be an approach to addressing EBL | 24 |
| Socialisation | Evolve in learning process; focus switches from practice elements towards evaluation and critique of practice application | 25 |
| | Become self-directed learners; progress in what and how they are learning as changes occur in their experiences. | |
| Athletic trainers and therapists | Peer-assisted learning (PAL) | Gain knowledge, understanding and skills from peer interaction and experiences | 26 |
| | Peer feedback supplements clinical instructors’ feedback | |
| Coaches | Reflection | Framework to connect education, theory and practice | 33 |
| Online learning (Montana model) | Access to current, user and administrative friendly materials | 28 |
| | The web-based coaching comprehensive curriculum | |
| Student athlete | Multiple intelligences | Children have strengths and weaknesses in different areas, different intellectual profiles and require different use of intelligences | 40 |
| | Students become self-directed, gain confidence, understand abilities of themselves and others, identify strengths and work on their weaknesses | 41, 42 |
| | Educators learn to appreciate a wider variety of student strengths | |
| | Criticised for being too broad for planning curriculum; inadequately supported by evidence | 43 |
| Peer-support groups | Reduces anxiety, depression, anger, confusion and frustration, enhances coping strategies and improves mood | 53 |