Meta-regression finds discipline, country, year, and learner identity do not significantly explain heterogeneity in TBL-versus-PBL effects¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2024 · 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.
q2 i? Regression analysis on four covariate factors (discipline, country, year, identity) found none statistically significant (P > 0.05), indicating they did not affect the pooled SMDs. → Zhang Weilin 2024
Evidence¶
Zhang Weilin 2024¶
Zhang Weilin, Wei Jinsong, Guo Weixiong, Wang Zhongwei, Chen Siyuan. (2024). Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-024-05107-9
q2 · i? · quant-synthesis · r2
Meta-regression analysis across the ten included studies exploring sources of heterogeneity in theoretical test scores using four covariates: discipline, country, year, and identity (student or doctor). All "regression coefficients of these factors were not statistically significant"; e.g., disciplines P = 0.26, country P = 0.734.
"The regression coefficients of these factors were not statistically significant (P > 0.05), indicating that they did not affect the pooled SMDs"
Discussion¶
Related Claims¶
- Meta-regression finds intervention methods, duration, and participant type do not explain the heterogeneity in TBL effects — related
- TBL effects on theoretical knowledge and practical skills are larger in interventions lasting more than 4 weeks — related
- Publication type, course type, educational level, and experimental duration did not significantly moderate the effect of context-based learning on academic achievement — related
- Subgroup analyses by intervention duration and region reduce heterogeneity only for interventions longer than six months and Western countries, without significant PBL differences in any subgroup — related
- Student expertise level and course type explain heterogeneity in PBL+LBL versus LBL effects
- Randomization, education classification, and gender diversity partially explain the heterogeneity of TBL effects — related
- Intervention effect sizes on mathematics are negatively associated with participants' age and intervention duration, while intervention type does not explain heterogeneity — related
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