Claims

CBL significantly increases skill scores compared with LBL (SMD=1.22)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2022 · 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.

q3 i3 Meta-analysis of 8 RCTs found CBL significantly increased skill scores versus LBL (SMD=1.22, 95% CI 0.34 to 2.11, p<0.0001). → 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 · r2

Meta-analysis pooling skill-score data from 8 included RCTs (252 CBL and 249 LBL students), random-effects model. The pooled effect size SMD=1.22 (95% CI 0.34 to 2.11) with high heterogeneity (I2=95%).

"The meta-analysis of the skill scores found that the CBL pedagogy significantly increased skill scores by a mean of 1.22 compared with that of LBL teaching model (95% CI: 0.34 to 2.11; p<0.0001)."

Discussion

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