Claims

PBL advantage on knowledge scores holds in the five-year school-system subgroup (SMD = 0.90)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2 · i2 medium
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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.

q2 i2 Stratified analysis of 6 five-year-system studies found significantly higher knowledge scores for PBL (SMD = 0.90, 95%CI 0.04–1.76). → Wang 2016

Evidence

Wang 2016

Wang, J., Xu, Y., Liu, X., Xiong, W., Xie, J., & Zhao, J. (2016). Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis. Scientific Reports. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5093758/

q2 · i2 · quant-synthesis · r2

Stratified random-effects analysis pooling 6 studies whose target population were all five-year system students (I2 = 97%) found "a statistically significant difference was also observed in knowledge scores (SMD = 0.90, 95%CI [0.04, 1.76], P = 0.04) in favor of PBL".

"A statistically significant difference was also observed in knowledge scores (SMD = 0.90, 95%CI [0.04, 1.76], P = 0.04) in favor of PBL, compared with the traditional teaching."

Discussion

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