Course type is the significant confounding factor causing heterogeneity in the examination-score meta-analysis¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-regression identified course type as the significant confounding factor causing heterogeneity in the examination-score meta-analysis (t = 0.410, P<0.001). → Zhang Yanqi 2015

Evidence¶

Zhang Yanqi 2015¶

Zhang Yanqi, Zhou Liang, Liu Xiaoyu, Liu Ling, Wu Yazhou, Zhao Zengwei, Yi Dali, Yi Dong. (2015). The Effectiveness of the Problem-Based Learning Teaching Model for Use in Introductory Chinese Undergraduate Medical Courses: A Systematic Review and Meta-Analysis. PLoS ONE. https://doi.org/10.1371/journal.pone.0120884

q3 · i? · quant-synthesis · r3

Meta-regression across the three outcomes examined six confounding factors: degree major, teaching pattern, course type, PBL group tutor scale, study type and modified Jadad score. Only course type was significant for examination scores (t = 0.410, P<0.001); other factors were non-significant.

"we discovered that course type is the significant confounding factor that causes examination-score meta-regression heterogeneity (t = 0.410, P<0.001)"

Discussion¶

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