CBL improved exam scores in both basic theory and applied psychology course subgroups, but course type did not explain the heterogeneity¶

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 In basic theory courses CBL students scored significantly higher (g = 0.61) and in applied courses also significantly higher (g = 0.69), yet heterogeneity remained high in the applied group (I2 = 81.80%). → 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

Subgroup analysis of the 15 RCTs split into basic theory courses (n = 2) and applied courses (n = 13); both subgroups favored CBL, but after sub-grouping "the heterogeneity in the basic theory group became non-significant (I2 = 0.00%, p = 0.64), while it remained high in the applied course group (I2 = 81.80%, p = 0.00)".

"in basic theory courses, the students in the CBL group had significantly higher exam scores than did those in the control group [Hedges’ g = 0.61, 95%CI (0.33, 0.89), p < 0.00]. Likewise, in the applied psychological courses, the exam scores in the CBL group were obviously higher than those in the traditional lecture group [Hedges’ g = 0.69, 95%CI (0.47, 0.92), p < 0.00]."

Discussion¶

Related Claims¶

• 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 — a broader claim this one bears on
• Subgroup results: CBL ranks best for clinical curricula and across educational backgrounds, while PBL ranks best for basic courses, developing countries, and operational skills — related
• CBL is the highest-ranked strategy for enhancing medical students' theoretical test scores, with CBL, PBL, SBL and FC each significantly outperforming LBL — a broader claim this one bears on
• Exploratory subgroup analysis suggests larger effects in practice courses than theory courses, driven by only 2 practice-oriented studies — related
• Case-based learning and combined emerging methods show non-significant pooled advantages over lecture-based learning — related