Concept mapping is effective in improving critical thinking, while problem-based learning is not significantly effective¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r1–r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Concept mapping showed a significant effect on critical thinking (SMD 0.68, 95% CI 0.26–1.11, p = 0.002). → Lee JuHee 2016 q3 i? PBL was not significantly effective in improving critical thinking (SMD 0.34, 95% CI −0.03–0.70, p = 0.07). → Lee JuHee 2016 (2)

Evidence¶

Lee JuHee 2016¶

Lee JuHee, Lee Yoonju, Gong SaeLom, Bae Juyeon, Choi Moonki. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5025580/

q3 · i2 · quant-synthesis · r2

Subgroup meta-analysis by educational method using random effects model. Concept mapping (three studies) showed significant effect with SMD = 0.68, 95% CI 0.26–1.11, p = 0.002, I² = 77%.

"Analysis of the effects of teaching and learning methods revealed that concept mapping (SMD: 0.68, 95 % CI: 0.26–1.11, p = 0.002, I2 = 77 %) was effective in improving critical thinking (Fig. 6)."

Lee JuHee 2016 (2)¶

Lee JuHee, Lee Yoonju, Gong SaeLom, Bae Juyeon, Choi Moonki. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5025580/

q3 · i? · quant-synthesis · r1

Subgroup meta-analysis by educational method. PBL (three studies) was "not significantly effective in improving critical thinking" with SMD 0.34, 95% CI −0.03–0.70, p = 0.07, I² = 62%. No effect size interpretation beyond printed SMD.

"However, PBL (SMD: 0.34, 95 % CI: −0.03–0.70, p = 0.07, I2 = 62 %) was not significantly effective in improving critical thinking."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• PBL shows significant advantages in critical thinking compared with traditional education or team-based learning in nursing and clinical student populations — reports the opposite
• Non-traditional teaching methods significantly improve critical thinking dispositions in nursing students compared to control groups — reports the opposite
• BOPPPS shows no significant improvement in problem-solving or critical thinking skills compared with traditional teaching — related
• GAI-assisted teaching shows no significant effect on critical thinking skills in the continuous-variable analysis, but the single dichotomous-variable study reports a large difference — related