FCCL outperforms LBL on theoretical scores with a moderate pooled effect (Cohen's d = 0.60)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Students taught with FCCL achieve significantly higher theoretical scores than students taught with LBL (Cohen's d = 0.60, 95% CI: 0.17 to 1.04, P = 0.01). → 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 · i2 · quant-synthesis · r3

Meta-analysis of eight studies (1,473 students) using a random-effects model after observing significant heterogeneity (I2 = 93.29%). The pooled estimate showed "a statistically significant difference in theoretical scores between the two groups" favoring FCCL, with a moderate effect size.

"The pooled effect size revealed a statistically significant difference in theoretical scores between the two groups (Cohen’s d = 0.60, 95% CI: 0.17 to 1.04, P = 0.01) (Fig. 3a)."

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
• FCCL outperforms LBL on clinical analysis skills with a large pooled effect (Cohen's d = 1.53) — related
• Western students in FCCL groups outperform LBL peers in clinical analysis skills but not in theoretical scores — reports the opposite