Emerging teaching methods (PBL, CBL, FC) significantly improve dental students' exam scores compared to lecture-based learning¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Across 29 RCTs, emerging teaching methods produced significantly higher exam scores than LBL (SMD = 0.48, 95% CI 0.34-0.62, P < .001). → Pang Xuefei 2024

Evidence¶

Pang Xuefei 2024¶

Pang Xuefei, Li Ling, Liu Xu, Wang Yan, Yang Bo. (2024). Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis. International Dental Journal. https://doi.org/10.1016/j.identj.2024.05.016

q4 · i2 · quant-synthesis · r3

Meta-analysis of 29 randomized controlled trials including 3502 dental students, analyzed with a random effects model in Stata 14.0 using standard mean deviation. The pooled estimate showed "significantly improve students’ exam scores" with SMD = 0.48 and substantial heterogeneity (I2 = 66.4%).

"A meta-analysis incorporating 29 studies showed that compared to traditional teaching method LBL, emerging teaching methods can significantly improve students’ exam scores (SMD = 0.48, 95% CI = 0.34-0.62, I2 = 66.4%, P < .001)"

Discussion¶

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