Effects of emerging teaching methods vary by student grade and subject, with no significant differences in orthodontics and oral and maxillofacial surgery¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Significant improvements appeared for 3rd-year undergraduates (SMD = 0.47, P = .014), 4th-year undergraduates (SMD = 0.39, P = .004), and doctoral students (SMD = 0.36, P = .002), but not 5th-year undergraduates (SMD = 0.39, P = .535). → Pang Xuefei 2024 q4 i? Significance held only in endodontics and nondental medical subjects; orthodontics (SMD = 0.40, P = .105) and oral and maxillofacial surgery (SMD = −0.09, P = .852) showed no difference versus LBL. → Pang Xuefei 2024

Evidence¶

Pang Xuefei 2024¶

Pang Xuefei, Li Ling, Liu Xu, Wang Yan, Yang Bo. (2024). Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis. International Dental Journal. https://doi.org/10.1016/j.identj.2024.05.016

q4 · i? · quant-synthesis · r3

Subgroup analyses by students' grade (Figure 3C) and subject (Figure 3D) in the meta-analysis. The article reports significant grade-level effects for 3rd- and 4th-year undergraduates and doctors, a non-significant effect for 5th-year students, and "no difference" in orthodontics and oral and maxillofacial surgery.

"However, there was no difference between emerging teaching methods and LBL in the study of orthodontics (SMD = 0.40, 95% CI = −0.03 to 0.82, P = .105) and oral and maxillofacial surgery (SMD = −0.09, 95% CI = −0.44 to 0.26, P = .852)"

Discussion¶

Related Claims¶

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