Western students in FCCL groups outperform LBL peers in clinical analysis skills but not in theoretical scores¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2025 · 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.
q3 i2 Among Western students, the FCCL group demonstrated superior clinical analysis skills (SMD = 0.45) but no significant theoretical-score difference (SMD = 0.10, P = 0.60) compared to LBL. → 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 · r2
Subgroup analysis by country of the study population. Western students in FCCL groups showed a significant clinical analysis skills advantage, but no statistically significant theoretical-score difference between the two teaching methods.
"Among students from Western countries, those in the FCCL group demonstrated superior clinical analysis skills compared to the LBL group (SMD = 0.45, 95% CI: 0.26 to 0.63, P < 0.001; heterogeneity, P = 0.21), whereas no statistically significant differences were observed between the two teaching methods in terms of theoretical scores (SMD = 0.10, 95% CI: −0.28 to 0.48, P = 0.60; heterogeneity, P = 0.00)."
Discussion¶
Related Claims¶
- Chinese students in FCCL groups outperform LBL peers in both theoretical scores and clinical analysis skills — related
- FCCL outperforms LBL on clinical analysis skills with a large pooled effect (Cohen's d = 1.53) — a broader claim this one bears on
- FCCL outperforms LBL on theoretical scores with a moderate pooled effect (Cohen's d = 0.60) — reports the opposite
- The SCL model improves skill scores compared to LBL in medical education — related
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