In TACE clinical teaching in China, combining PBL and CBL shows more effectiveness than other compared teaching methods across nine measured outcomes¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q2
Currency · newest study 2024 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · 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? Across nine outcomes including clinical thinking capacity, practical skills and theoretical knowledge examination scores, the PBL+CBL combination showed more effectiveness than the compared methods in TACE teaching in China. → Yan Jingxin 2024
Evidence¶
Yan Jingxin 2024¶
Yan Jingxin, Wen Yonghao, Liu Xinlian, Deng Manjun, Ye Bin, Li Ting, Wang Huanwei, Jia Cui, Liao Jinsong, Zhang Lushun. (2024). The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-024-05615-8
q2 · i? · quant-synthesis · r1
Bayesian network meta-analysis of 7 studies (five RCTs and two observational studies) comparing PBL, CBL, PBL+CBL, PBL+TBL and LBL in TACE teaching. The authors state the "combination of PBL and CBL showed more effectiveness" across all nine listed outcomes; no effect sizes are printed.
"The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination scores."
Discussion¶
Related Claims¶
- Students learning CBL combined with other methods (e.g., CBL & PBL) reportedly score higher than those learning with CBL alone, per studies the review cites — related
- For clinical thinking capacity in TACE teaching, PBL combined with CBL ranked best, followed by CBL alone — a narrower finding that bears on this claim
- For knowledge understanding degree and clinical practice capacity in TACE teaching, PBL combined with CBL ranked best, followed by PBL alone — a narrower finding that bears on this claim
- For literature reading ability in TACE teaching, PBL combined with CBL ranked best, followed by PBL alone — a narrower finding that bears on this claim
- For theoretical knowledge examination scores in TACE teaching, PBL combined with TBL ranked best, followed by PBL combined with CBL — related
- For learning interest and learning efficiency in TACE teaching, PBL combined with TBL ranked best, followed by PBL combined with CBL — related
- For method satisfaction degree in TACE teaching, PBL combined with CBL was the most satisfied among students, followed by PBL alone — a narrower finding that bears on this claim
- For practical skills examination scores in TACE teaching, PBL combined with TBL ranked best, followed by PBL alone — related
- PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication — related
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