PBL teaching improves problem-solving, independent learning, teamwork, communication and clinical reasoning abilities more than traditional teaching in orthopaedics education¶

Claim · All claims
Evidence · 1 study (5 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 Analysing and solving problem ability was significantly greater in the PBL group (OR=5.01, 13 studies). → Li Ting 2024 q3 i3 Independent learning ability was higher in the PBL group (OR=4.73, 15 studies). → Li Ting 2024 (2) q3 i3 Team assistance ability was higher in the PBL group (OR=4.16, 7 studies). → Li Ting 2024 (3) q3 i3 Communication ability was higher in the PBL group (OR=4.24, 8 studies). → Li Ting 2024 (4) q3 i3 Clinical reasoning ability was superior in the PBL group (OR=3.75, 8 studies). → Li Ting 2024 (5)

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 13 RCTs (n=1134), fixed effects model, no heterogeneity (I2 =0%). Pooled odds ratio OR=5.01 (95% CI: 3.66~6.87, P<0.00001), a large effect favouring PBL.

"A total of 13 [14, 15, 19, 25, 26, 29, 31, 37, 44, 48, 55, 57, 59] studies (n=1134) reported the ability to analyse and solve problems. There was no significant heterogeneity (P=0.63, I2 =0%); therefore, a fixed effects model was used. The ability to analyse and solve problems was significantly greater in the PBL teaching group than in the traditional teaching group (OR=5.01, 95% CI: 3.66~6.87, P<0.00001; Fig. 9)."

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 15 RCTs (n=1215), fixed effects model (I2 =23%). Pooled odds ratio OR=4.73 (95% CI: 3.57~6.27, P<0.00001), a large effect favouring PBL.

"A total of 15 [13–15, 19, 22, 25, 26, 29, 31, 37, 44, 45, 55, 57, 59] studies (n=1215) also reported independent learning ability. There was no significant heterogeneity (P=0.20, I2 =23%); therefore, a fixed effects model was used. We found that independent learning ability was higher in the PBL teaching group than in the traditional teaching group (OR=4.73, 95% CI: 3.57~6.27, P<0.00001; Fig. 12)."

Li Ting 2024 (3)¶

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 7 RCTs (N=418), fixed effects model, no heterogeneity (I2 =0%). Pooled odds ratio OR=4.16 (95% CI: 2.59~6.69, P<0.00001), a large effect favouring PBL.

"A total of 7 [14, 15, 19, 45, 55, 56, 59] studies (N=418) reported team assistance ability. There was no significant heterogeneity (P=0.45, I2 =0%); therefore, a fixed effects model was used. We found that team assistance ability was higher in the PBL teaching group than in the traditional teaching group (OR=4.16, 95% CI: 2.59~6.69, P<0.00001; see details in the Supplementary file: Figure S1)."

Li Ting 2024 (4)¶

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 8 RCTs (N=615), fixed effects model, no heterogeneity (I2 =0%). Pooled odds ratio OR=4.24 (95% CI: 2.90~6.22, P<0.00001), a large effect favouring PBL.

"A total of 8 [13, 14, 22, 28, 29, 45, 55, 56] studies (N=615) examined communication ability. There was no significant heterogeneity (P=0.58, I2 =0%); therefore, a fixed effects model was used. We found that communication ability was higher in the PBL teaching group than in the traditional teaching group (OR=4.24, 95% CI: 2.90~6.22, P<0.00001; see details in the Supplementary file: Figure S2)."

Li Ting 2024 (5)¶

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 8 RCTs (n=592), low heterogeneity (I2 =21%). Pooled odds ratio OR=3.75 (95% CI: 2.56~5.50, P<0.00001), a large effect favouring PBL.

"A total of 8 [14, 15, 18, 37, 45, 48, 57, 60] studies (n=592) reported clinical reasoning ability. There was no significant heterogeneity (P=0.27, I2 =21%). PBL teaching yielded superior clinical reasoning ability compared to traditional teaching (OR=3.75, 95% CI: 2.56~5.50, P<0.00001; see details in the Supplementary file: Figure S3)."

Discussion¶

Learner Variables¶

• General Cognitive Ability — outcome: instruction changes it

Related Claims¶

• After removing five outlying studies identified by Galbraith plot, the PBL advantage persisted with low heterogeneity (Hedges' g = 0.592, I2 = 26.807%) — related
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