PBL-CBL improves procedural skills: plaster immobilization, debridement proficiency, and aseptic awareness¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 PBL-CBL students demonstrated significantly better mastery of plaster immobilization skills than LBL students (SMD = 2.42). → Xiong Xianghua 2025 q3 i? PBL-CBL students demonstrated better debridement technique proficiency than LBL students (RR = 1.44); no standardized effect size was printed for this finding. → Xiong Xianghua 2025 (2) q3 i3 PBL-CBL students demonstrated significantly better aseptic awareness than LBL students (SMD = 1.58). → Xiong Xianghua 2025 (3)

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 2 studies (100 students) on plaster immobilization skills. The pooled estimate favored PBL-CBL: "SMD = 2.42, 95% CI: 1.89–2.95, P < 0.0001" with moderate heterogeneity (I2 = 40%).

"The PBL-CBL group demonstrated significantly better mastery of plaster immobilization skills than the LBL group (SMD = 2.42, 95% CI: 1.89–2.95, P < 0.0001, I2 = 40%)"

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 · i? · quant-synthesis · r2

Meta-analysis of 2 studies (100 students) on debridement technique proficiency, a dichotomous outcome. Pooled risk ratio favored PBL-CBL: "RR = 1.44, 95% CI: 1.15–1.80, P = 0.001" with no heterogeneity (I2 = 0%); no standardized effect size was printed, so no magnitude is coded.

"The PBL-CBL group demonstrated better debridement technique proficiency than the LBL group (RR = 1.44, 95% CI: 1.15–1.80, P = 0.001, I2 = 0%)"

Xiong Xianghua 2025 (3)¶

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 2 studies (100 students) on aseptic awareness. The pooled estimate favored PBL-CBL: "SMD = 1.58, 95% CI: 1.17–2.12, P = 0.003" with no heterogeneity (I2 = 0%).

"The PBL-CBL group demonstrated significantly better aseptic awareness than the LBL group (SMD = 1.58, 95% CI: 1.17–2.12, P = 0.003, I2 = 0%)"

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
• PBL-CBL produces significantly higher practical skills scores than LBL in orthopedic education — a broader claim this one bears on
• PBL-CBL improves physical examination and case analysis performance relative to LBL — related