Student expertise level and course type explain heterogeneity in PBL+LBL versus LBL effects¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Meta-regression identified the expertise-level of students and course type as the factors causing heterogeneity among the included trials. → Liu CX 2020
Evidence¶
Liu CX 2020¶
Liu CX, Ouyang WW, Wang XW, Chen D, Jiang ZL. (2020). Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000019687
q2 · i? · quant-synthesis · r3
Meta-regression across the included RCTs reported in the abstract and results; the article states "expertise-level of students and course type were the factors that caused heterogeneity". No regression coefficients are printed in the supplied text.
"The meta-regression results showed that expertise-level of students and course type were the factors that caused heterogeneity."
Discussion¶
Learner Variables¶
- Prior Knowledge — moderator: an instructional effect differs with it
Related Claims¶
- Pooled PBL-vs-LBL effects show strong heterogeneity (I2 = 89.7%) attributed to different teachers, similar or same examination papers, and student groups over 100
- Meta-regression finds discipline, country, year, and learner identity do not significantly explain heterogeneity in TBL-versus-PBL effects
- Hybrid PBL+LBL pedagogy yields significantly better clinical skills assessment scores than LBL alone
- Hybrid PBL+LBL pedagogy yields significantly better clinical theoretical knowledge assessment scores than LBL alone in Chinese medical students
- Randomization, education classification, and gender diversity partially explain the heterogeneity of TBL effects — related
- Hybrid PBL+LBL pedagogy yields significantly better medical record writing assessment scores than LBL alone — related
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