Claims

PBL significantly increases clinical practice scores compared with traditional teaching in Chinese gynecology and obstetrics education (SMD 2.17)

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 The PBL teaching model significantly increased the clinical practice score compared with the traditional teaching model (SMD 2.17). → 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 · r3

Meta-analysis of 10 randomized controlled trials reporting clinical practice (318 PBL vs 312 traditional participants), after excluding the three most heterogeneous studies. Clinical practice covers medical history collecting, physical examination, and case presentation. Pooled effect size was SMD = 2.17 (95% CI: 1.63, 2.71) with significant heterogeneity (I2 = 77%).

"Compared with the traditional teaching model, the PBL teaching model significantly increased the clinical practice score (SMD: 2.17, 95% CI: 1.63, 2.71, Fig. 6). The heterogeneity was significant across the pooled effect result (I2 = 77%, P < .01)"

Discussion

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