Claims

After removing four studies identified as heterogeneity sources via Galbraith plot, the pooled CBL effect remains significant (g = 0.65)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i2 medium
Currency · newest study 2023 · 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.

q4 i2 Excluding the four outlying studies reduced heterogeneity to non-significant levels (I2 = 21.50%, p = 0.24) while the CBL advantage persisted (g = 0.65, 95%CI 0.54–0.76). → Wu Fanghui 2023

Evidence

Wu Fanghui 2023

Wu Fanghui, Wang Tao, Yin Danxu, Xu Xiaoxiao, Jin Cancan, Mu Nan, Tan Qingrong. (2023). Application of case-based learning in psychology teaching: a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-023-04525-5

q4 · i2 · quant-synthesis · r2

Galbraith plot analysis of the 15 RCTs identified four studies as potential heterogeneity sources; the refitted forest plot after their removal still showed significantly higher CBL exam scores with reduced heterogeneity.

"four studies [18, 26, 32, 33] outside the parallel lines were considered to be the potential sources of heterogeneity. After removing them, no obvious heterogeneity was found across studies (I2= 21.50%, p = 0.24). However, even after removing these four studies, a forest plot (Fig. 5) indicated that the total examination scores of students in the CBL group were still significantly higher than those in the control group [Hedges’ g = 0.65, 95% CI (0.54, 0.76), p < 0.00]."

Discussion

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