CBL produces significantly higher exam scores than LBL in pharmacy education (SMD = 0.58)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2025 · checked against its sources 2026-10-31 (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.
q3 i2 Pharmacy students taught with CBL achieve significantly higher exam scores than students taught with LBL, with a moderate pooled effect (SMD = 0.58, 95% CI [0.39, 0.77]). → Chen Min 2025
Evidence¶
Chen Min 2025¶
Chen Min, Li Xinyao, Liu Qingming, Zhou Jing, Fan Xiaofang, Liu Yantao, Lin Yunzhu, Ni Jiaqi. (2025). The effectiveness of case-based learning compared with lecture-based learning in pharmacy education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07927-9
q3 · i2 · quant-synthesis · r2
Meta-analysis of nine RCTs involving 1,127 pharmacy students (514 CBL, 613 LBL) reporting exam scores. Moderate heterogeneity (I2 = 51%) required a random-effect model; the pooled SMD = 0.58 (95% CI [0.39, 0.77]) favored CBL over LBL.
"The results showed that the CBL group demonstrated significantly higher exam performance compared to the LBL group (SMD = 0.58, 95% CI [0.39, 0.77], I2 = 51%, P < 0.05)"
Discussion¶
Related Claims¶
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