CBL increases teaching satisfaction versus LBL (RR=1.38)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Meta-analysis of 8 RCTs found higher satisfactory teaching-effect rates for CBL versus LBL (RR=1.38, 95% CI 1.15 to 1.65, p=0.01). → 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 · i2 · quant-synthesis · r2

Meta-analysis of dichotomous teaching-satisfaction data from 8 RCTs (340 CBL and 340 LBL students), random-effects model. The pooled effect size RR=1.38 (95% CI 1.15 to 1.65) with heterogeneity I2=68%. Teaching satisfaction was usually evaluated by a Likert scale in the included studies.

"The meta-analysis of satisfactory teaching effect on the CBL teaching model found higher satisfactory rates compared with that of the LBL teaching model (RR: 1.38; 95% CI: 1.15 to 1.65; p=0.01)."

Discussion¶

Related Claims¶

• Students report higher class satisfaction with CBL than with LBL (RR = 1.63) — possibly the same claim (merge candidate)
• Students report higher satisfaction with PBL-CBL teaching than with LBL in orthopedic education — related
• Most new teaching methods reduce dissatisfaction relative to LBL, with WeChat-based combinations most favoured by residents — related