Claims

3D + PBL improves learning motivation in orthopedic education

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i3 3D + PBL teaching significantly improved learning motivation compared to LBL teaching (SMD = 1.10, 95% CI: 0.67–1.53, P < 0.00001). → Li Ting 2025

Evidence

Li Ting 2025

Li Ting, Hu Yidan, Song Ruohong, Liu Hangyu, Gao Xin, Wang Fei, Xiao Chengwei, Liu Xilin. (2025). Unveiling the ultimate advantage: a meta-analysis of 3D visualization and problem-based learning in orthopedic education. BMC Medical Education. https://doi.org/10.1186/s12909-025-06654-5

q2 · i3 · quant-synthesis · r2

Meta-analysis of two RCTs (N = 98) found "3D + PBL teaching significantly improved learning motivation compared to LBL teaching". GRADE certainty was very low; no significant heterogeneity was observed (I2 = 0%).

"The meta-analysis demonstrated that 3D + PBL teaching significantly improved learning motivation compared to LBL teaching (SMD = 1.10, 95% CI: 0.67–1.53, P < 0.00001; see Figure S3)."

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-10-31
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.