PBL significantly improves clinical skill scores compared with lecture-based learning in medical education¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r2 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A meta-analysis of RCTs found the PBL teaching model significantly increased skill scores by a mean of 1.56 versus LBL. → Ge Wei-Li 2025 q2 i2 A radiology education meta-analysis found a significant difference in skill scores (SMD = 2.10) favoring PBL. → Ge Wei-Li 2025 (2) q2 i? A residency-training meta-analysis found a significant difference in skill scores (WMD = 6.54) favoring PBL over LBL. → Ge Wei-Li 2025 (3)

Evidence¶

Ge Wei-Li 2025¶

Ge Wei-Li, Zhu Xia-Yin, Lin Jiang-Bo, Jiang Jian-Jun, Li Tao, Lu Yi-Fei, Mi Ya-Fei, Tung Tao-Hsin. (2025). Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-025-06951-z

q2 · i? · quant-synthesis · r2

Umbrella review reports the Ma et al. meta-analysis of 12 RCTs in clinical medicine (1003 participants): PBL significantly increased skill scores by a printed unstandardised mean difference of 1.56 (95% CI 0.87–2.25, P < 0.00001) versus LBL; heterogeneity I2 = 88%. No standardised effect size is printed.

"The meta-analysis conducted by Ma et al. [27] found that the PBL teaching model significantly increased skill scores by a mean of 1.56 compared with those of the life-based learning (LBL) teaching model (95% CI, 0.87–2.25; P < 0.00001),"

Ge Wei-Li 2025 (2)¶

Ge Wei-Li, Zhu Xia-Yin, Lin Jiang-Bo, Jiang Jian-Jun, Li Tao, Lu Yi-Fei, Mi Ya-Fei, Tung Tao-Hsin. (2025). Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-025-06951-z

q2 · i2 · quant-synthesis · r2

Umbrella review reports the Zhang et al. radiology education meta-analysis, which used a random-effects model because of significant heterogeneity (I2 = 95%, P < 0.00001) and found a printed standardised effect size for skill scores of SMD = 2.10 (95%CI 1.38–2.83) favoring PBL.

"Their results showed a significant difference in skill scores (SMD = 2.10, 95%CI [1.38, 2.83]) in favor of PBL compared to traditional teaching."

Ge Wei-Li 2025 (3)¶

Ge Wei-Li, Zhu Xia-Yin, Lin Jiang-Bo, Jiang Jian-Jun, Li Tao, Lu Yi-Fei, Mi Ya-Fei, Tung Tao-Hsin. (2025). Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-025-06951-z

q2 · i? · quant-synthesis · r2

Umbrella review reports the Li et al. meta-analysis of 76 RCTs in Chinese standardized residency training (4597 residents): a printed unstandardised weighted mean difference in skill scores of WMD = 6.54 (95% CI 4.55–8.53, p < 0.0001) favoring the PBL intervention group over LBL. No standardised effect size is printed.

"Additionally, Li et al. [28] showed a significant difference in skill scores (WMD = 6.54, 95% CI: 4.55–8.53, p < 0.0001) in favor of the intervention group compared to the LBL group."

Discussion¶

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