In the five-year school system subgroup, PBL students' total examination scores were significantly higher than controls (Hedges' g = 1.571)¶

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 five-year system students showed significantly higher total examination scores in the PBL group than in the control group (Hedges' g = 1.571, 95% CI 0.751–2.391, 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 five studies of students in the five-year system (269 cases, 269 controls) under a random effect model. The estimate was "Hedges’ g = 1.571", significantly favoring PBL; heterogeneity was not obviously decreased.

"the total examination scores of five-year system students were still significantly higher in the PBL group than in the control group (Hedges’ g = 1.571, 95% CI 0.751–2.391, p<0.001)"

Discussion¶

Related Claims¶

• In the clinical medicine subgroup, PBL students' total examination scores were significantly higher than controls (Hedges' g = 2.086) — related
• PBL is associated with significantly higher total medical psychology examination scores than traditional lecture-based teaching in China (Hedges' g = 1.510) — a broader claim this one bears on
• PBL's examination-score advantage holds across student majors, publication years, and class sizes, but heterogeneity remains high in all subgroups — a broader claim this one bears on