PBL significantly increases student satisfaction compared with traditional teaching in Chinese gynecology and obstetrics education (RR 1.29)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 PBL teaching significantly increased student satisfaction compared with traditional teaching, with a risk ratio of 1.29 and no significant heterogeneity. → 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 · i2 · quant-synthesis · r2

Meta-analysis of 8 randomized controlled trials reporting student satisfaction on a dichotomous scale (239 PBL vs 256 traditional participants), after excluding the three most heterogeneous studies. The pooled effect size was risk ratio = 1.29 (95% CI: 1.16, 1.43) with insignificant heterogeneity (I2 = 0%).

"the meta-analysis of the student satisfaction found that the PBL teaching model significantly increased student satisfaction compared with the traditional teaching model (risk ratio: 1.29, 95% CI: 1.16, 1.43, Fig. 5). There was insignificant heterogeneity in pooled effect (I2 = 0%, P = .75)"

Discussion¶

Related Claims¶

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• Student satisfaction does not differ between PBL and LBL (pooled RR 1.18, CI crossing 1) — related