Student satisfaction with CBL, PBL and TBL in public health education was high, reported in 21 of 22 studies (95.4%)¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 21 of 22 included studies (95.4%) reported positive satisfaction outcomes, and improvements in critical thinking/problem-solving were reported in 14 studies (63.6%) and communication skills in 12 (54.5%). → Mansoor Javeria 2026

Evidence¶

Mansoor Javeria 2026¶

Mansoor Javeria, Abdul Hameed Ameerali, Zaidi Tahani Waqar, Naeem Farhat Ul Ain, Mansoor Faareah, Bilal Muhammad, Kadir M Masood. (2026). Use of case-based, problem-based and team-based learning in public health education – a scoping review. BMJ Open. https://doi.org/10.1136/bmjopen-2025-108317

q3 · i? · review · r2

Descriptive synthesis of the 22 included studies in the review's Results section; outcomes were tallied as frequencies and percentages in table 2, with "21 of 22 studies (95.4%) reporting positive satisfaction outcomes".

"Across studies, student satisfaction was high, with 21 of 22 studies (95.4%) reporting positive satisfaction outcomes. Improvements were noted in critical thinking and problem-solving (14 studies; 63.6%) and communication skills (12 studies; 54.5%; table 2)."

Discussion¶

Related Claims¶

• Of 22 included studies on active learning in public health education, 11 used PBL only, 6 used TBL, 3 integrated PBL and CBL, and 2 used CBL only — related
• No included studies applied AI-based modalities specifically to public health education, though external reviews report positive satisfaction with AI-assisted PBL and CBL — related
• 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
• Student-centered innovative strategies (PBL, EBL, simulation, TBL, blended and online learning) showed positive effects in pharmaceutical care learning — related
• Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects — related
• Findings from other postgraduate specialties suggest PBL and CBL improve performance, knowledge and confidence, but overall RCT quality in this field is deemed unsatisfactory — related