PBL students reported significantly higher satisfaction and interest in the course than LBL students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The PBL group had significantly higher satisfaction and interest levels in the course compared to the LBL group (both p < 0.001). → Chen Tu 2024

Evidence¶

Chen Tu 2024¶

Chen Tu, Zhao Yi-Jing, Huang Feng-Qing, Liu Qun, Li Ying, Alolga Raphael N., Zhang Lei, Ma Gaoxiang. (2024). The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis. PLOS ONE. https://doi.org/10.1371/journal.pone.0314017

q3 · i? · causal · r1

Randomized controlled trial of 57 pharmacy students; Table 1 reports satisfaction (p = 0.0005) and interest (p = 0.001) distributions favoring PBL. The article reports "significantly higher satisfaction and interest levels" with no effect size.

"Results showed that the PBL group had significantly higher satisfaction and interest levels in the course compared to the LBL group (both p < 0.001, Table 1)."

Discussion¶

Related Claims¶

• More PBL than LBL students report satisfaction with improved learning interest (RR = 2.08) — a narrower finding that bears on this claim
• Students report higher satisfaction with PBL-CBL teaching than with LBL in orthopedic education — related
• In the RCT, PBL students rated their own communication skills and critical thinking significantly higher on a questionnaire than LBL students did — related
• In an RCT, pharmacy students taught with PBL rated their own problem-solving and self-directed learning significantly higher on a questionnaire than LBL students did — related
• Students report higher teaching interest and satisfaction in PBL than in traditional teaching in orthopaedics education — possibly the same claim (merge candidate)