PBL significantly increases theoretical knowledge scores compared with traditional teaching in Chinese gynecology and obstetrics education (SMD 3.17)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2021 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 In a meta-analysis of randomized controlled trials, the PBL group significantly increased theoretical knowledge scores by a standardized mean of 3.17 compared with the traditional teaching model. → 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 randomized controlled trials in Chinese obstetrics and gynecology education; 19 studies reported theoretical knowledge scores (827 PBL vs 843 traditional participants). The three most heterogeneous of them were excluded before pooling, so the pooled estimate rests on fewer studies and participants than those totals (the article does not print the post-exclusion counts). The pooled effect size was SMD = 3.17 (95% CI: 2.28, 4.07), described as "a standardized mean of 3.17", with significant residual heterogeneity (I2 = 98%).

"the meta-analysis results showed the PBL group significantly increased theoretical knowledge scores by a standardized mean of 3.17 compared with those of the traditional teaching model (95% CI: 2.28, 4.07, Fig. 4). However, the heterogeneity was still significant in the pooled effect (I2 = 98%, P < .01)"

Discussion¶

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