PBL significantly increases theoretical knowledge scores compared with LBL in Chinese pediatric medical education (SMD 1.16)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 Across 12 RCTs, PBL teaching significantly increased theoretical knowledge scores by a mean of 1.16 compared with LBL (95% CI, 0.79–1.52; P < .00001). → Ma Yimei MM 2019

Evidence¶

Ma Yimei MM 2019¶

Ma Yimei MM, Lu Xiaoxi MD, Hayashi Shogo. (2019). The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials. Medicine. https://doi.org/10.1097/MD.0000000000014052

q3 · i3 · quant-synthesis · r2

Meta-analysis of all 12 included RCTs (509 PBL and 494 LBL students) using a random-effects model because of high heterogeneity (P < .00001, I2 = 86%); the pooled standardized mean difference (SMD = 1.16, a large effect) favored PBL over LBL, with the article reporting "a mean of 1.16".

"The meta-analysis of the theoretical knowledge scores found that the PBL teaching model significantly increased theoretical knowledge scores by a mean of 1.16 compared to those of the LBL teaching model (95% CI, 0.79–1.52; P < .00001)."

Discussion¶

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