Case-based learning yields significantly higher psychology exam scores than lecture-based teaching, with a pooled Hedges' g of 0.68 under a random effects model¶

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¶

q4 i2 Across 15 RCTs with 2172 participants, students taught with CBL scored significantly higher on exams than students in lecture-based groups (Hedges' g = 0.68, 95%CI 0.49–0.88). → 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

Meta-analysis pooling 15 RCTs (1086 CBL vs 1086 lecture students) using Hedges' g under a random effects model; the article reports "Hedges’ g = 0.68, 95%CI (0.49, 0.88)" with high heterogeneity (I2 = 78.90%).

"the total effect of CBL yielded better results than lecture-based learning [Hedges’ g = 0.68, 95%CI (0.49, 0.88), p < 0.00]. The heterogeneity was relatively high (I2= 78.90%, p < 0.00), suggesting that a random effects model should be applied."

Discussion¶

Related Claims¶

• PBL is associated with significantly higher total medical psychology examination scores than traditional lecture-based teaching in China (Hedges' g = 1.510) — related
• Emerging teaching methods (PBL, CBL, FC) significantly improve dental students' exam scores compared to lecture-based learning — a broader claim this one bears on
• CBL improved exam scores in both basic theory and applied psychology course subgroups, but course type did not explain the heterogeneity — a narrower finding that bears on this claim