In the clinical medicine subgroup, PBL students' total examination scores were significantly higher than controls (Hedges' g = 2.086)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Subgroup analysis of clinical medicine students showed significantly higher total examination scores in the PBL group than in the control group (Hedges' g = 2.086, 95% CI 0.997–3.174, p<0.001). → Gao Junwei 2020

Evidence¶

Gao Junwei 2020¶

Gao Junwei, Yang Ling, Zhao Jinghui, Wang Lian, Zou Jiao, Wang Chunxiang, Fan Xiaotang. (2020). Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis. PLoS ONE. https://doi.org/10.1371/journal.pone.0243897

q3 · i3 · quant-synthesis · r2

Subgroup meta-analysis of six clinical medicine studies (327 cases, 327 controls) under a random effect model. The subgroup estimate was "Hedges’ g = 2.086", significantly favoring PBL, though heterogeneity was not obviously decreased.

"The total examination scores of clinical medicine students were significantly higher in the PBL group than in the control group (Hedges’ g = 2.086, 95% CI 0.997–3.174, p<0.001)"

Discussion¶

Related Claims¶

• In the five-year school system subgroup, PBL students' total examination scores were significantly higher than controls (Hedges' g = 1.571) — related
• PBL is associated with significantly higher total medical psychology examination scores than traditional lecture-based teaching in China (Hedges' g = 1.510) — related
• After removing five outlying studies identified by Galbraith plot, the PBL advantage persisted with low heterogeneity (Hedges' g = 0.592, I2 = 26.807%) — related
• PBL's examination-score advantage holds across student majors, publication years, and class sizes, but heterogeneity remains high in all subgroups — related