PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r1–r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? PBL-CBL students outperformed LBL students in self-learning ability (RR = 1.55); no standardized effect size was printed. → Xiong Xianghua 2025 q3 i? PBL-CBL students outperformed LBL students in team collaboration ability (RR = 1.86); no standardized effect size was printed. → Xiong Xianghua 2025 (2) q3 i? PBL-CBL students had higher CTDI-CV total scores (MD = 31.25) than LBL students; the mean difference is unstandardized, so no effect-size magnitude is coded. → 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 · i? · quant-synthesis · r2

Meta-analysis of 6 studies (296 students) on self-learning ability, a subjective outcome. Pooled risk ratio favored PBL-CBL: "RR = 1.55, 95% CI: 1.34–1.80, P < 0.0001" with no heterogeneity (I2 = 0%); no standardized effect size was printed.

"The PBL-CBL group outperformed the LBL group in self-learning ability (RR = 1.55, 95% CI: 1.34–1.80, P < 0.0001, I2 = 0%)"

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 5 studies (308 students) on team collaboration ability. Pooled risk ratio favored PBL-CBL: "RR = 1.86, 95% CI: 1.54–2.25, P < 0.0001" with low heterogeneity (I2 = 16%); no standardized effect size was printed. The article also reports communication abilities RR = 1.41 favoring PBL-CBL.

"The PBL-CBL group outperformed the LBL group in team collaboration ability (RR = 1.86, 95% CI: 1.54–2.25, P < 0.0001, I2 = 16%)"

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 · i? · quant-synthesis · r1

Meta-analysis of 2 studies (162 students) on the critical thinking disposition inventory (CTDI-CV) total score. Pooled mean difference favored PBL-CBL: "MD = 31.25, 95% CI: 28.25–34.25, P < 0.0001"; no standardized effect size printed.

"The PBL-CBL group had a higher CTDI-CV total score than the LBL group (MD = 31.25, 95% CI: 28.25–34.25, P < 0.0001, I2 = 39%)"

Discussion¶

Related Claims¶

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• CBL significantly enhances communication and collaboration skills compared with LBL (RR = 2.49) — related
• MDT-CBL showed the best improvement in clinical reasoning versus lecture-based learning, with 3D-CBL and 3D-PBL next, but only 3D-PBL had high-quality evidence — related
• MDT-CBL produced the greatest increase in learning interest versus lecture-based learning, but 3D-PBL was the only top-ranked option with high-quality evidence — related
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• TBL alone and TBL combined with other methods both outperform LBL, with no significant difference between the two TBL formats — related
• Eight new teaching methods (PBL + CBL, PBL + CP, CBL + WeChat, PBL + WeChat, TBL, PBL, PBL + EBM, CBL) each significantly outperform LBL on residents' theoretical scores — related
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• More PBL than LBL students report satisfaction with improved comprehension of knowledge (RR = 1.84) — related
• More PBL than LBL students report satisfaction with improved learning interest (RR = 2.08) — a narrower finding that bears on this claim
• More PBL than LBL students report satisfaction with improved self-study ability (RR = 1.44) — related
• More PBL than LBL students report satisfaction with improved thinking ability (RR = 1.42) — related
• Students reported positive evaluations of CBL, citing aroused learning interest, enhanced self-study, improved communication and cooperation, and improved problem-solving — related
• PBL teaching improves problem-solving, independent learning, teamwork, communication and clinical reasoning abilities more than traditional teaching in orthopaedics education — related
• PBL significantly increases student satisfaction compared with traditional teaching in Chinese gynecology and obstetrics education (RR 1.29) — related
• Student satisfaction does not differ between PBL and LBL (pooled RR 1.18, CI crossing 1) — related
• Questionnaire surveys favor PBL over LBL for theoretical knowledge mastery, clinical diagnostic thinking, teamwork, problem solving, document consultation, learning interest, and learning efficiency — related