Case-based learning and combined emerging methods show non-significant pooled advantages over lecture-based learning¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q4
Currency · newest study 2024 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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.
q4 i? CBL was superior to LBL but not significantly (SMD = 0.52, 95% CI 0.18-0.86, P = .060). → Pang Xuefei 2024
q4 i? Combined methods (more than 2 emerging methods) were superior to LBL but not significantly (SMD = 0.54, 95% CI 0.04-1.04, P = .077). → Pang Xuefei 2024
Evidence¶
Pang Xuefei 2024¶
Pang Xuefei, Li Ling, Liu Xu, Wang Yan, Yang Bo. (2024). Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis. International Dental Journal. https://doi.org/10.1016/j.identj.2024.05.016
q4 · i? · quant-synthesis · r3
Subgroup analysis by teaching method (Figure 3B) in the meta-analysis of 29 RCTs. The article states these subgroups "are also superior to LBL, but the results are not significant"; no effect-size magnitude beyond the SMD point estimates is interpretable as significant.
"CBL (SMD = 0.52, 95% CI = 0.18-0.86, P = .060) and combined methods (using more than 2 kinds of emerging teaching methods) (SMD = 0.54, 95% CI = 0.04-1.04, P = .077) are also superior to LBL, but the results are not significant"
Discussion¶
Related Claims¶
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