Educational interventions occur within many different study settings and involve a wide range of learners. Moreover, studies often report different learning objectives, curricular content, teaching strategies, intervention intensities, study designs, evaluation methods, and measured outcomes. Such heterogeneity complicates synthesis of the evidence and often requires reviewers to make subjective decisions about which aspects of the interventions are most important (46). Nonetheless, heterogeneity may also offer advantages. It allows the reviewer to 1) examine the consistency of findings across studies, settings, and populations as a means of assessing the generalizability of the interventions and 2) assess the relative feasibility and effectiveness of different educational approaches. While no standard guideline exists for how reviewers should integrate heterogeneous evidence, reviewers commonly adopt a qualitative, quantitative, or mixed synthetic approach (46). Thomas and colleagues provide a framework for integrating qualitative and quantitative evidence in systematic reviews using a mixed approach (47).