PBL teaching yields higher procedural skill and clinical skill scores than traditional teaching in orthopaedics education¶

Claim · All claims
Evidence · 1 study (2 entries) · 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 31 RCTs, PBL yielded higher procedural skill scores than traditional teaching (SMD=2.07). → Li Ting 2024 q3 i3 Across 12 RCTs, PBL yielded higher clinical skill scores than traditional teaching (SMD=1.20). → Li Ting 2024 (2)

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 31 RCTs (n=2522), random effects model (I2 =95%). Pooled effect size SMD=2.07 (95% CI: 1.61~2.53, P<0.00001), a large standardized difference favouring PBL; sensitivity analysis failed to identify heterogeneity sources.

"A total of 31 [14, 16, 17, 19–23, 25, 27, 28, 30, 33–35, 38–44, 47, 48, 50–56] studies (n=2522) reported procedural skill scores. There was significant heterogeneity among the studies; therefore, a random effects model was used (P<0.00001, I2 =95%). We found that PBL teaching yielded higher procedural skill scores than traditional teaching (SMD=2.07, 95% CI: 1.61~2.53, P<0.00001; Fig. 4)."

Li Ting 2024 (2)¶

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 12 RCTs (N=1090), random effects model with high heterogeneity I2 =81%. Pooled effect size SMD=1.20 (95% CI: 0.88~1.52, P<0.00001), a large standardized difference favouring PBL.

"A total of 12 [13, 14, 17, 22, 27, 29, 32, 33, 36, 45, 54, 57] studies (N=1090) reported clinical skill scores. There was high heterogeneity (P<0.00001, I2 =81%); therefore, a random effects model was used. The meta-analysis results demonstrated that PBL teaching yielded higher clinical skill scores than traditional teaching (SMD=1.20, 95% CI: 0.88~1.52, P<0.00001; Fig. 5)."

Discussion¶

Related Claims¶

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