FCCL outperforms LBL on clinical analysis skills with a large pooled effect (Cohen's d = 1.53)¶

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 Students taught with FCCL demonstrate significantly superior clinical analysis skills compared to LBL students (Cohen's d = 1.53, 95% CI: 0.86 to 2.19, P = 0.00). → 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

Meta-analysis of four studies (1,358 students) under a random-effects model given significant heterogeneity (I2 = 96.61%). The authors report "a large effect size between the two groups" for clinical analytical skills favoring FCCL.

"The pooled effect size revealed a statistically significant difference in clinical analysis skills between the two groups (Cohen’s d = 1.53, 95% CI: 0.86 to 2.19, P = 0.00) (Fig. 3b)."

Discussion¶

Related Claims¶

• Chinese students in FCCL groups outperform LBL peers in both theoretical scores and clinical analysis skills — a narrower finding that bears on this claim
• Western students in FCCL groups outperform LBL peers in clinical analysis skills but not in theoretical scores — a narrower finding that bears on this claim
• FCCL outperforms LBL on theoretical scores with a moderate pooled effect (Cohen's d = 0.60) — related
• The SCL model improves skill scores compared to LBL in medical education — related