Chinese students in FCCL groups outperform LBL peers in both theoretical scores and clinical analysis skills¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Among Chinese students, the FCCL group showed better theoretical performance (SMD = 1.03) and clinical analysis skills (SMD = 2.54) than the LBL group. → Shi Xu-Ying 2025

Evidence¶

Shi Xu-Ying 2025¶

Shi Xu-Ying, Lu Bing-Rui, Yin Qing, Wang Qiu-Wen, Fang Yong-Qi, Sun Zhi-Gang. (2025). Whether case-based teaching combined with the flipped classroom is more valuable than traditional lecture-based teaching methods in clinical medical education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07465-4

q3 · i3 · quant-synthesis · r2

Subgroup analysis by country of the study population, conducted to evaluate generalizability of teaching effectiveness. Both outcomes favored FCCL among Chinese students, with high heterogeneity (P = 0.00) in both analyses.

"Chinese students in the FCCL group outperformed those in the LBL group in both theoretical scores (SMD = 1.03, 95% CI: 0.30 to 1.77, P = 0.01; heterogeneity, P = 0.00) and clinical analysis skills (SMD = 2.54, 95% CI: 1.06 to 4.02, P < 0.001; heterogeneity, P = 0.00)."

Discussion¶

Related Claims¶

• Western students in FCCL groups outperform LBL peers in clinical analysis skills but not in theoretical scores — related
• FCCL outperforms LBL on theoretical scores with a moderate pooled effect (Cohen's d = 0.60) — a broader claim this one bears on
• FCCL outperforms LBL on clinical analysis skills with a large pooled effect (Cohen's d = 1.53) — a broader claim this one bears on
• Flipped classrooms yield higher skill scores than traditional lectures in Chinese clinical practice students (pooled SMD = 7.91) — related