Flipped learning, PBL, group discussion, and TBL were the most frequently evaluated active learning strategies, each showing superiority to lectures in direct-measure studies¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Flipped learning was found to improve knowledge acquisition in 12 studies and to be more effective than lectures in knowledge acquisition in all 12 studies. → Perez Arnaldo 2023 q3 i? PBL was found to enhance knowledge acquisition in 9 studies and to be superior to traditional teaching in knowledge acquisition in all 9 studies. → Perez Arnaldo 2023 (2) q3 i? Group discussion and TBL were found to improve knowledge acquisition in 5 and 7 studies respectively, each reported more effective than lectures in those studies. → Perez Arnaldo 2023 (3)

Evidence¶

Perez Arnaldo 2023¶

Perez Arnaldo, Green Jacqueline, Moharrami Mohammad, Gianoni-Capenakas Silvia, Kebbe Maryam, Ganatra Seema, Ball Geoff, Sharmin Nazlee. (2023). Active learning in undergraduate classroom dental education- a scoping review. PLoS One. https://doi.org/10.1371/journal.pone.0293206

q3 · i? · review · r2

Review synthesis of direct learning measures for flipped learning; the review reports flipped learning "was found to improve knowledge acquisition in 12 studies" with superiority to lectures in all of them.

"flipped learning was found to improve knowledge acquisition in 12 studies and to be more effective than lectures in knowledge acquisition in all 12 studies"

Perez Arnaldo 2023 (2)¶

Perez Arnaldo, Green Jacqueline, Moharrami Mohammad, Gianoni-Capenakas Silvia, Kebbe Maryam, Ganatra Seema, Ball Geoff, Sharmin Nazlee. (2023). Active learning in undergraduate classroom dental education- a scoping review. PLoS One. https://doi.org/10.1371/journal.pone.0293206

q3 · i? · review · r2

Review synthesis of direct learning measures for problem-based learning across the included classroom dental education studies.

"PBL was found to enhance knowledge acquisition in 9 studies and to be superior to traditional teaching in knowledge acquisition in all 9 studies"

Perez Arnaldo 2023 (3)¶

Perez Arnaldo, Green Jacqueline, Moharrami Mohammad, Gianoni-Capenakas Silvia, Kebbe Maryam, Ganatra Seema, Ball Geoff, Sharmin Nazlee. (2023). Active learning in undergraduate classroom dental education- a scoping review. PLoS One. https://doi.org/10.1371/journal.pone.0293206

q3 · i? · review · r2

Review synthesis of direct learning measures: group discussion was reported more effective than lectures in 5 studies and TBL in 7 studies for knowledge acquisition.

"group discussion and TBL were found to improve knowledge acquisition in 5 and 7 studies, respectively"

Discussion¶

Related Claims¶

• Most reviewed studies found active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures — a broader claim this one bears on
• In Chinese neurology training, CBL, PBL, TBL, FCM and EBM each significantly improve theoretical exam scores compared with lecture-based learning — a narrower finding that bears on this claim
• PBL and flipped classrooms frequently show better post-test performance and knowledge retention than traditional methods — a narrower finding that bears on this claim
• TBL alone and TBL combined with other methods both outperform LBL, with no significant difference between the two TBL formats — a narrower finding that bears on this claim
• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related
• TBL in medical ethics education improves knowledge retention compared to lectures — a narrower finding that bears on this claim
• TBL outperforms lecture-based learning on short-term cognitive outcomes such as theoretical exam performance — a narrower finding that bears on this claim
• Emerging teaching methods (PBL, CBL, FC) significantly improve dental students' exam scores compared to lecture-based learning — a narrower finding that bears on this claim