Claims

PBL yields higher course examination pass rates than LBL in introductory Chinese undergraduate medical courses

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2015 · 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 i? Across pooled controlled studies, the PBL experimental group produced higher course examination pass rates than the LBL control group (RR = 1.09, 95% CI 1.03–1.17). → Zhang Yanqi 2015

Evidence

Zhang Yanqi 2015

Zhang Yanqi, Zhou Liang, Liu Xiaoyu, Liu Ling, Wu Yazhou, Zhao Zengwei, Yi Dali, Yi Dong. (2015). The Effectiveness of the Problem-Based Learning Teaching Model for Use in Introductory Chinese Undergraduate Medical Courses: A Systematic Review and Meta-Analysis. PLoS ONE. https://doi.org/10.1371/journal.pone.0120884

q3 · i? · quant-synthesis · r3

Meta-analysis of 11 studies reporting pass rate data, using a random effects model after significant heterogeneity (I2 = 87%, P<0.001). The pooled result shows "higher course examination pass rates than the LBL control group" with RR = 1.09. Average pass rates were 95.4% (experimental) versus 84.9% (control).

"The analytical results reveal that the experimental group produced higher course examination pass rates than the LBL control group [RR: 1.09, 95% CI: (1.03, 1.17)]"

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-01
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.