CBL significantly increases knowledge scores compared with LBL in Chinese dental education (SMD=1.58)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Meta-analysis of 22 RCTs found CBL significantly increased knowledge scores versus LBL (SMD=1.58, 95% CI 0.95 to 2.20, p<0.00001). → Dong Haitao 2022

Evidence¶

Dong Haitao 2022¶

Dong Haitao, Guo Chunlan, Zhou Lian, Zhao Jizhi, Wu Xiaomin, Zhang Xinyuan, Zhang Xin. (2022). Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis. BMJ Open. https://doi.org/10.1136/bmjopen-2020-048497

q3 · i3 · quant-synthesis · r3

Meta-analysis pooling continuous knowledge-score data from 22 of the 30 included RCTs (904 CBL and 857 LBL students), random-effects model in RevMan V.5.3. The pooled effect size SMD=1.58 (95% CI 0.95 to 2.20) with high heterogeneity (I2=97%).

"The meta-analysis of the knowledge scores found that the CBL pedagogy significantly increased the knowledge scores by a mean of 1.58 compared with that of LBL pedagogy (95% CI: 0.95 to 2.20; p<0.00001)."

Discussion¶

Related Claims¶

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