PBL-CBL improves physical examination and case analysis performance relative to LBL¶
Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesisr2·q3·i3large
Currency · newest study 2025 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · 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.
q3 i3 PBL-CBL students had significantly higher physical examination scores than LBL students (SMD = 1.64). → Xiong Xianghua 2025
q3 i3 PBL-CBL students demonstrated significantly higher case analysis scores than LBL students (SMD = 1.30). → Xiong Xianghua 2025 (2)
Evidence¶
Xiong Xianghua 2025¶
Xiong Xianghua, Xu Jiongnan, Luo Mingyan, Niu Dongsheng, Bi Qing, Wang Zhaofu, Zhang Jun. (2025). Efficacy of problem-based learning combined with case-based learning versus lecture-based learning in orthopedic education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07741-3
q3 · i3 · quant-synthesis · r2
Meta-analysis of 3 studies (202 students) comparing physical examination scores. The pooled estimate favored PBL-CBL: "SMD = 1.64, 95% CI: 0.83–2.44, P < 0.0001" with high heterogeneity (I2 = 82%).
"The PBL-CBL group had significantly higher physical examination scores than the LBL group (SMD = 1.64, 95% CI: 0.83–2.44, P < 0.0001, I2 = 82%)"
Xiong Xianghua 2025 (2)¶
Xiong Xianghua, Xu Jiongnan, Luo Mingyan, Niu Dongsheng, Bi Qing, Wang Zhaofu, Zhang Jun. (2025). Efficacy of problem-based learning combined with case-based learning versus lecture-based learning in orthopedic education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07741-3
q3 · i3 · quant-synthesis · r2
Meta-analysis of 4 studies (248 students) on case analysis scores. The pooled estimate favored PBL-CBL: "SMD = 1.30, 95% CI: 0.65–1.95, P < 0.0001" with high heterogeneity (I2 = 81%).
"The PBL-CBL group demonstrated significantly higher case analysis scores than the LBL group (SMD = 1.30, 95% CI: 0.65–1.95, P < 0.0001, I2 = 81%)"
Discussion¶
Related Claims¶
- Case-based learning and combined emerging methods show non-significant pooled advantages over lecture-based learning — related
- CBL produces significantly higher exam scores than LBL in pharmacy education (SMD = 0.58) — related
- Emerging teaching methods (PBL, CBL, FC) significantly improve dental students' exam scores compared to lecture-based learning — related
- PBL-CBL produces significantly higher practical skills scores than LBL in orthopedic education — a broader claim this one bears on
- PBL-CBL produces significantly higher theoretical knowledge scores than LBL in orthopedic education — related
- PBL-CBL improves procedural skills: plaster immobilization, debridement proficiency, and aseptic awareness — related
- PBL produces higher examination scores than LBL in undergraduate pharmacology education (SMD = 2.03) — related
- CBL significantly increases comprehensive ability scores compared with LBL (SMD=2.91) — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.