Pooled PBL-vs-LBL effects show strong heterogeneity (I2 = 89.7%) attributed to different teachers, similar or same examination papers, and student groups over 100¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The pooled SMDs showed strong heterogeneity (I2 = 89.7%, P < .001), and subgroup analysis attributed it to different teachers, similar or same examination papers, and student numbers over 100. → Xu Wei 2021

Evidence¶

Xu Wei 2021¶

Xu Wei, Ye Tingjie, Wang Xiaoling, Hayashi. Shogo. (2021). The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis. Medicine. https://doi.org/10.1097/MD.0000000000027402

q3 · i? · quant-synthesis · r2

Heterogeneity assessment of the pooled examination-score SMDs using Cochran Q and I2; the article reports I2 = 89.7% with P < .001, indicating strong heterogeneity among the included studies. No effect-size magnitude is attached to the heterogeneity itself.

"The heterogeneity of pooled SMDs in these 10 studies was tested and I2 value obtained was 89.7%, Pheter < .001, which revealed there was heterogeneity among these 9 studies (Fig. 2)."

Xu Wei 2021 (2)¶

Xu Wei, Ye Tingjie, Wang Xiaoling, Hayashi. Shogo. (2021). The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis. Medicine. https://doi.org/10.1097/MD.0000000000027402

q3 · i? · quant-synthesis · r2

Subgroup analysis (Table 3) classified studies by teacher sameness, examination paper sameness, and student number; the authors state these 3 factors "contributed to the heterogeneity in the combined effect", while meta-regression on 6 covariates found all P values over .05.

"We demonstrated that 3 factors, including different teachers, similar or same examination paper, and over 100 students, contributed to the heterogeneity in the combined effect through subgroup analysis."

Discussion¶

Related Claims¶

• Pooled PBL-CBL versus LBL estimates for theoretical and practical scores show high heterogeneity and publication bias but remain robust in sensitivity and trim-and-fill analyses — related
• PBL improves total cell biology examination scores compared with LBL in Chinese medical education (pooled SMD 0.89) — related
• PBL produces higher examination scores than LBL in undergraduate pharmacology education (SMD = 2.03) — related
• Same-teacher subgroups show no heterogeneity while different-teacher subgroups are highly heterogeneous (I2 = 96.4%) — related