PBL improves total cell biology examination scores compared with LBL in Chinese medical education (pooled SMD 0.89)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Pooled across 9 included studies, PBL produced higher total examination scores in cell biology than LBL, with a pooled SMD of 0.89 (95% CI 0.52, 1.26). → 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 · i3 · quant-synthesis · r2

Random-effects meta-analysis of 9 studies (1269 students) comparing PBL and LBL in Chinese medical cell biology courses; the printed pooled effect size SMD = 0.89 (95% CI 0.52, 1.26) indicates "the PBL was better than LBL in improvement of examination scores".

"The SMD was the difference of standard mean score between PBL vs LBL curriculum and the pooled SMDs (95% CI) was calculated to be 0.89 (0.52, 1.26) (Fig. 2). This demonstrated that the PBL was better than LBL in improvement of examination scores of cell biology curriculum for medical education."

Discussion¶

Related Claims¶

• 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 — related
• CBL is the highest-ranked strategy for enhancing medical students' theoretical test scores, with CBL, PBL, SBL and FC each significantly outperforming LBL — a broader claim this one bears on
• PBL produces higher examination scores than LBL in undergraduate pharmacology education (SMD = 2.03) — related
• PBL improves comprehensive question scores compared with LBL (pooled SMD 0.53) — related