PBL teaching yields higher knowledge scores than traditional teaching in orthopaedics education¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 42 RCTs, PBL teaching yielded higher knowledge scores than traditional teaching (SMD=1.10). → Li Ting 2024

Evidence¶

Li Ting 2024¶

Li Ting, Song Ruohong, Zhong Wenjie, Liao Wenao, Hu Jiang, Liu Xilin, Wang Fei. (2024). Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials. BMC Medical Education. https://doi.org/10.1186/s12909-024-05244-1

q3 · i3 · quant-synthesis · r3

Meta-analysis of 42 RCTs (N=3805) comparing PBL with traditional teaching in orthopaedics, random effects model due to heterogeneity I2 =95%. Pooled effect size SMD=1.10 (95% CI: 0.78~1.41, P<0.00001), a large standardized difference favouring PBL.

"A total of 42 [5, 13–53] studies (N=3805) reported knowledge scores. There was significant heterogeneity (P<0.00001, I2 =95%); therefore, a random effects model was used. We found that PBL teaching yielded higher knowledge scores than traditional teaching (SMD=1.10, 95% CI: 0.78~1.41, P<0.00001; Fig. 3)."

Discussion¶

Related Claims¶

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