PBL significantly increases clinical operation scores compared with traditional teaching in Chinese gynecology and obstetrics education (SMD 1.15)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The PBL teaching model increased clinical operation scores significantly compared with traditional teaching (SMD 1.15). → Bi S 2021

Evidence¶

Bi S 2021¶

Bi S, Liu R, Li J, Gu J. (2021). The effectiveness of problem-based learning in gynecology and obstetrics education in China: A meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000024660

q3 · i3 · quant-synthesis · r1

Meta-analysis of 5 randomized controlled trials reporting clinical operation scores on a continuous scale (239 PBL vs 256 traditional participants); no studies were excluded because of the small number. Pooled effect size was SMD = 1.15 (95% CI: 0.93, 1.37) with significant heterogeneity (I2 = 98%).

"The meta-analysis results showed that the PBL teaching model increased clinical operation scores significantly compared with traditional teaching (SMD: 1.15, 95% CI: 0.93, 1.37, Fig. 7). Significant heterogeneity was found in the pooled effect (I2 = 98%, P < .01)"

Discussion¶

Related Claims¶

• PBL significantly increases clinical practice scores compared with traditional teaching in Chinese gynecology and obstetrics education (SMD 2.17) — related
• PBL significantly improves clinical skill scores compared with lecture-based learning in medical education — a broader claim this one bears on
• PBL significantly increases student satisfaction compared with traditional teaching in Chinese gynecology and obstetrics education (RR 1.29) — related
• PBL significantly increases theoretical knowledge scores compared with traditional teaching in Chinese gynecology and obstetrics education (SMD 3.17) — related