Meta-regression finds intervention methods, duration, and participant type do not explain the heterogeneity in TBL effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? None of the three prespecified variables contributed remarkably to the heterogeneity in theoretical knowledge or practical skill scores. → Fu Jie 2026

Evidence¶

Fu Jie 2026¶

Fu Jie, Chen Xiu, Li Jinglun, Peng Lilei. (2026). TBL alone or combined with other teaching methods for neurology education in China: a meta-analysis of randomized controlled trials. BMC Medical Education. https://doi.org/10.1186/s12909-026-09468-1

q2 · i? · quant-synthesis · r2

Meta-regression with theoretical knowledge scores as outcome and intervention methods, duration, and participant type as predictors; all p-values non-significant. The same held for practical skills (β = -0.62, p = 0.44; β = 0.73, p = 0.20; β = 0.28, p = 0.72).

"The results demonstrated that none of the three variables contributed remarkably to the heterogeneity in theoretical knowledge scores (intervention methods: β = -0.26, p = 0.54; intervention duration: β = 0.49, p = 0.12; participants: β = 0.22, p = 0.61; Table 2)."

Discussion¶

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