PBL improves comprehensive question scores compared with LBL (pooled SMD 0.53)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2021 · checked against its sources 2026-11-01 (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.
q3 i2 Across 3 studies reporting comprehensive question scores, PBL students scored higher than LBL students, pooled SMD 0.53 (95% CI 0.29, 0.78). → Xu Wei 2021
Evidence¶
Xu Wei 2021¶
Xu Wei, Ye Tingjie, Wang Xiaoling, Hayashi. Shogo. (2021). The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis. Medicine. https://doi.org/10.1097/MD.0000000000027402
q3 · i2 · quant-synthesis · r2
Random-effects pooling of the 3 included studies that reported comprehensive question scores; the printed effect size SMD = 0.53 (95% CI 0.29, 0.78) is a medium effect, which the authors read as PBL students' ability to "analyze and solve comprehensive questions was stronger than that from LBL curriculum".
"Three studies revealed the ability of student to solve comprehensive questions in PBL and LBL group. The pooled SMDs with 95% CIs of comprehensive question score were calculated to be 0.53 (0.29, 0.78) (Fig. 3). This finding proved that the ability of student from PBL curriculum to analyze and solve comprehensive questions was stronger than that from LBL curriculum."
Discussion¶
Related Claims¶
- PBL produces higher examination scores than LBL in undergraduate pharmacology education (SMD = 2.03) — related
- PBL improves total cell biology examination scores compared with LBL in Chinese medical education (pooled SMD 0.89) — related
- PBL-CBL produces significantly higher theoretical knowledge scores than LBL in orthopedic education — related
- Case-based learning and combined emerging methods show non-significant pooled advantages over lecture-based learning — related
- PBL-CBL produces significantly higher practical skills scores than LBL in orthopedic education — related
- Emerging teaching methods (PBL, CBL, FC) significantly improve dental students' exam scores compared to lecture-based learning — a broader claim this one bears on
- Flipped classroom shows a significant pooled advantage over lecture-based learning in dental education (SMD = 0.50) — related
- In the RCT, PBL students obtained significantly better final exam grades than LBL students, but the meta-analysis found no significant final-exam difference — related
- PBL and LBL show no significant difference in comprehensive scores in surgical education — reports the opposite
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